Republic of the Philippines

Department of Education
Region 1
Schools Division of Ilocos Norte
PIDDIG NATIONAL HIGH SCHOOL
Piddig

School Piddig National High School Grade Grade 8 Sagittarius

Level/Section
Teacher LORENA A. ENCINA
Learning Area
TLE 8 -Handicrafts
K to 12
LESSON Teaching
EXEMPLA June 10, 2024 (7:30-8:30) Quarter Fourth Quarter
Dates and
R Time
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 concepts, underlying theories and
Standards principles in the use of basic tools in embroidery.
B. Performance Basic tools and materials in embroidery are identified.
Standards
C. Learning
Competency Use basic tools in embroidery
LC Code TLE 7/8 Exploratory Course
II. CONTENT 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.
Use basic tools in embroidery.

III. LEARNING List of materials to be used on 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 materials. Hands-on
RESOURCES learning promotes concept development.
A. References K to 12 Learning Module in Handicrafts pp.5-18
B. Other Laptop, Power Point Presentation, , Scissors, Manila paper, Cartolina, Marker, Bond
Learning Paper, Ruler, Pencil, Crayons.
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically 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.
Annotation:
-Prayer Objective 4: Classroom
Preliminary Activities -Checking of attendance routines can positively affect
-Classroom Rules students’ academic
- Health Protocols performance as well as their
behavior (Cheney, 1989;
Vellecorsa, deBettencourt, &
Zigmond, 200); therefore,
one proactive strategy is for
teachers to adopt a
consistent classroom routine.
A routine is simple a set of
procedures for handling both
daily occurrences (e.g. taking
attendance, starting a class
period, or turning in an
assignments), and minor
interruptions of instruction,
 2

such as students’ broken

pencil or the arrival of the
note from the main office
(Koiser, 1998; Savage,
1999).
A. Reviewing the Ask about their previous lesson. Objective 1: A review of
previous lesson previous learning at the start
or presenting of each lesson is one way to
the new lesson strengthen students’
retention of knowledge.
(Bjork, 1994)
B. Establishing a Ask the students the different tools in Handicrafts. Objective 3: Students’ are
purpose for Direction. Match column A with column B. Write only encouraged to actively
the lesson the letter of the correct answer on separate sheet of participate and share their
paper. concepts in non-traditional
A B
ways. Learners construct
knowledge based on their
,. It Is an omamentation of a. Grewell beliefs and experiences
rather than passively take
textiles andother materials
withneedlework.
information. HOTS

2. It Is use to measure b. Embrolderv

more thanone foot distance.

3. A tool use for transferring c. Gauge

the design when using
orlckino andoouncino
method.

4. A tool in embroidery that

is used to keep the rabric
stretched while embroidery d. Needle threader
stitches are applied on the
desian.

5. A nne powder used In

transferring design by
pricking method. e. Pincushion

6. A type of needle used

for most standard
embroidery stitcherv. f. Pounce

7. A tool used to keeo oins Q, Stiletto

andneedles In olace

8. It is use for easier

threading especially by
those sewers with ooor h. Tapestry
eveslaht

9. Use to protect the middle I. Tape measure

finger and push the needle
while doing embroidery
work.

10.It is use to measure I. Thimble

short distances
k. Water color brush
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C. Presenting Objective 3: To elevate

examples/inst students' capacity for creative
ances of the thinking, I implemented an
new lesson innovative presentation
approach. This technique
hinged on engaging their
curiosity and, notably, their
skills during the practical
phase of the lesson. This
could be accomplished using
visual aids such as images
and live demonstrations.

Ask the students to demonstrate the proper way of

using handicraft tools.
Materials

Fabric- sometimes referred lo as cloth, are of great

variety and they differ in material, weight. weave.
design, color. and finish.
Three types of-Fabric

Common weave• lndudes most tightly woven fabrics with

a relatively smooth surface likelinen, wool andcotton. They
arebest used for articles with decorative stitches.

Even-weave- areintended for hardanger

embroidery since the number of threads pee
square Inch Is same for both warp and wool.

Basket weave- is commonly used by beginners

and ramie linen by those Who hava been used
10 this embroidery. It supplies guidelines for
cross stitch and smocking having an evenly
spaced pattern like gingham cloth and polka dots.

D. Discussing Video viewing Objective 8: I used range of

new concepts reference materials printed or
and practicing https://www.youtube.com/watch? online such as textbooks and
new skills v=3amZhrKlCcs online source
with reliable scholarly articles
 4

and readings to
enhance the lesson.
E. ssDeveloping The teacher will conduct an activity and the students will Objective 8: I also
mastery (leads answer through a powerpoint presentation. incorporated Information
to Formative and Communication
Assessment) Technology (ICT) into my
lesson by delivering it
through a PowerPoint
presentation. This was
supplemented with various
printed materials designed
for student activities and
assessments.
F. Finding Students will do the following tasks: (By Group) Objective 4: I also
practical Group 1: Essay Making incorporated English into my
applications of Group 2: Return Demonstration: Follow the required lesson for making a poem.
concepts and distance of the tool from the body in performing the Mathematics, for measuring
skills in daily correct way of using the shovel the dimension Students have
Group 3: Draw at least 10 tools and equipment s in the autonomy to select their
living agricrops production own partners. Participants
Group 4: Conduct a seminar on how to use tools and are engaged proactively
equipment properly and discuss the benefit in our life if we through practical exercises
use the tools properly. that prompt them to interact
Group 5. Role play with their surroundings or
specific educational
resources. To gauge
students'
achievement in the lesson,
an assessment tool for
teachers is employed.
G. Making Observes ethical standards in materials in selecting hand Objective 5 :I ensure that
generalization tools and equipment, and storage and inventory. the classroom ambiance is
s and characterized by positive
abstractions energy, aiming to stimulate
about the students' curiosity and create
an environment where they
lesson feel comfortable sharing their
thoughts, viewpoints, and
emotions. I consistently
motivate their involvement,
reassuring them that all
opinions and ideas are
valued, and there are no
incorrect responses when
expressing personal
perspectives.
H. Evaluating Post-test, Performance Test Objective 9: I automatically
learning assessed them orally like in
Ask the students to identify farm tools and equipment the motivation and presenting
Provide the students with 25 multiple-choice questions to of the lesson.In the
answer application part, the
assessment of their
presentation was based on
the rubrics
provided by the teacher. After
the
presentation of all the groups
the teacher will immediately
 5

give the scores and shares

the feedback.
I. Additional Visit to Farm/Site, Interview a farm technician. Objective 4: Effectively
activities for (Collaborative work) by group orchestrates classroom
application or dynamics to captivate
remediation learners,

both individually and in

collaborative groups, through
purposeful endeavors that
involve meaningful
exploration, self-discovery,
and interactive experiences
across diverse physical
settings
V. REMARKS

VI. REFLECTION During the first quarter, I embraced technology to enhance the learning experience.
Introducing online resources, interactive simulations, and educational apps catered
to diverse learning preferences. Students were encouraged to use digital tools
creatively to demonstrate their understanding of the subject matter. This integration
not only improved their digital literacy but also allowed them to explore practical
applications of acquired concepts.In the second quarter, I focused on personalized
instruction. Recognizing that each student has unique strengths, interests, and
learning styles, I tailored my teaching methods accordingly. Utilizing project-based
learning, collaborative group tasks, and hands-on activities, students were
empowered to direct their learning journey. By offering flexibility in assignments and
assessments, students took ownership of their education, leading to increased
engagement and motivation.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 that when you meet them, you can ask them relevant questions.
A. No. of learners
who require
additional activities
for remediation
who scored below
80%.
B. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
C. No. of learners
who continue to
require
remediation?
D. Which of my
teaching strategies
worked well? Why
did this work?
E. What difficulties
did I encounter
that my principal or
supervisor can
help me solve?
F. What innovation or
localized materials
did I use/discover
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that I wish to share

with other
teachers?
G. No. of learners
who require
additional activities
for remediation
who scored below
80%.
H. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
Prepared by:

LORENA A. ENCINA
Subject Teacher
Checked and Verified:

RUMULO D. MARIANO JR.

Master Teacher I

Contents Noted:
RIZALINA T. MANZANO, EdD
School Principal IV