GRADE 1 to 12 SchoolCuliat High School Grade Level 11

DAILY LESSON LOG TeacherMrs. Ruth A. Salazar Learning Area Dressmaking (NC II)
Teaching Dates and Time Week  0  -­‐  Week  1 Quarter I or III

MONDAY TUESDAY WEDNESDAY THURDAY 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 Standard At the end of the course, the
learner should be able to
demonstrate an understanding
of...
Introduction
1.Basic concepts in Dressmaking
2.Relevance of the course
3.Career opportunities
A. Performance Standard The learners shall be able to...
The learner independently
demonstrates common
competencies in dressmaking/
tailoring as prescribed in the
TESDA Training Regulation.
A.Learning Competency/Objectives 1. Explain core concepts in
Write the LC code for each. dressmaking
2. Discuss the relevance of the
course
3. Explore on opportunities for
dressmaking as a career
The learner demonstrates
understanding of core concepts
and principles in dressmaking.
The learners shall be able to...
The learner independently
demonstrates common
competencies in dressmaking/
tailoring as prescribed in the
TESDA Training Regulation.
1. Explain core concepts in
dressmaking
2. Discuss the relevance of the
course
3. Explore on opportunities for
dressmaking as a career
PERSONAL ENVIRONMENT AND MARKET USE OF SEWING TOOLS (UT)
ENTREPRENEURIAL (EM)
COMPETENCIES - PECS For bridging (some learners in
The learner demonstrates Grade 11 are beginners while
The learner demonstrates understanding of environment and others are already in advance
understanding of one’s PECs. market that relates with a career stage)
choice in Dressmaking.
The learner demonstrates
understanding in the use of
sewing tools in dressmaking.
The learner independently creates The learner independently creates The learner independently uses
a plan of action that develops/ a business vicinity map reflective tools in dressmaking.
strengthens one’s PECs in of potential Dressmaking market
Dressmaking. within the locality.
LO 1. Develop and strengthen LO 1. Develop a product/ service LO 1. Identify sewing tools and
PECs needed in Dressmaking. in Dressmaking equipment and their uses
1.1.Explain what makes a product 1.1. Identify sewing tools and
1. Identify areas for improvement, unique and competitive equipment
development and growth 1.2.Identify what is of “Value” to 1.2. Classify sewing machines
2. Use one‟s PECs for a the customer 1.3. Describe uses of sewing
business or career choice 1.3.Apply creativity and Innovative tools
3. Create an action plan to ensure techniques to develop marketable
success in the business or career product TLE_HEDM7/8UT-0a-b-1
choice 1.4.Employ a Unique Selling
Proposition (USP) to the product/
TLE_PECS9-12-I0-1 service

TLE_EM9-12-I0-1

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 I. CONTENT
I. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
1. Learner’s Materials pages
1. Textbook pages
1. Additional Materials from
Learning Resource (LR)portal Garments, NC II)
A. Other Learning Resource
I. PROCEDURES
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.
Introduction Introduction 1.Assessment of Personal 1.Product development 1.Sewing tools and equipment
Competencies and Skills (PECs) 2.Key concepts of developing a 2.Types and uses of sewing
1.Core concepts in dressmaking 1.Core concepts in dressmaking vis-à-vis a practicing entrepreneur product machines
2. Relevance of the course 2. Relevance of the course in the locality. 3.Finding value for the product
3. Career opportunities 3. Career opportunities 1.1. Characteristics 4. Innovation
1.2. Lifestyle 4.1.Unique Selling Proposition
1.3. Skills (USP)
1.4. Traits
2.Analysis of PECs in relation to a
practitioner
3.Application of PECs to the
chosen business/career
K to 12 Home Economics – K to 12 Home Economics – K to 12 Home Economics – K to 12 Home Economics – K to 12 Home Economics –
Dressmaking Curriculum Guide Dressmaking Curriculum Guide Dressmaking Curriculum Guide Dressmaking Curriculum Guide Dressmaking Curriculum Guide
May 2016 May 2016 May 2016 May 2016 May 2016
Rondilla, Aida H., Reyes, Elena Rondilla, Aida H., Reyes, Elena Rondilla, Aida H., Reyes, Elena
Rondilla, Aida H., Reyes, Elena Rondilla, Aida H., Reyes, Elena
C., Abitria, Josephine T. (2017). C., Abitria, Josephine T. (2017). C., Abitria, Josephine T. (2017).
C., Abitria, Josephine T. (2017). C., Abitria, Josephine T. (2017).
Dressmaking Volume 1. QC: Dressmaking Volume 1. QC: Dressmaking Volume 1. QC:Dressmaking Volume 1. QC: Dressmaking Volume 1. QC:
Adriana Publishing Adriana Publishing Adriana Publishing Adriana Publishing Adriana Publishing
Dressmaking (Exploratory, Dressmaking (Exploratory, Dressmaking (Exploratory,Dressmaking (Exploratory, Dressmaking (Exploratory,
Garments, NC II) Garments, NC II) Garments, NC II) Garments, NC II)
Worksheets, Practice tests, Worksheets, Practice tests, Worksheets, Practice tests,
Worksheets, Practice tests, Worksheets, Practice tests,
Facebook, Quizlet: https:// Facebook, Quizlet: https:// Facebook, Quizlet: https://
Facebook, Quizlet: https:// Facebook, Quizlet: https://
quizlet.com/ruth_a_salazar quizlet.com/ruth_a_salazar quizlet.com/ruth_a_salazar
quizlet.com/ruth_a_salazar quizlet.com/ruth_a_salazar
Wiki: https:// Wiki: https:// Wiki: https:// Wiki: https://qcshs.wikispaces.com Wiki: https://
qcshs.wikispaces.com qcshs.wikispaces.com qcshs.wikispaces.com qcshs.wikispaces.com
Visual Aids, Whiteboard Markers/
Visual Aids, Whiteboard Markers/ Visual Aids, Whiteboard Markers/ Visual Aids, Whiteboard Markers/ Eraser, Pen and Paper,Computer/ Visual Aids, Whiteboard Markers/
Eraser, Pen and Paper, Eraser, Pen and Paper, Eraser, Pen and Paper,Computer/ Internet/LCD Projector/TV Eraser, Pen and Paper,Computer/
Computer/Internet/LCD Projector/ Computer/Internet/LCD Projector/ Internet/LCD Projector/TV projector Internet/LCD Projector/TV
TV projector TV projector projector projector
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 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.
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A. Reviewing previous lesson or
presenting the new lesson
A. Establishing a purpose for the
lesson
A. Presenting examples/Instances of Visual Aids/Video showing/
the new lesson
A. Discussing new concepts and
practicing new skills # 1
A. Discussing new concepts and
practicing new skills # 2
A. Developing mastery
(leads to Formative Assessment 3)
5 mins
Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction;
prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange
Get to know one another
Present the objectives, the outline
of the course
PowerPoint presentation
Pretest/Seatwork
5 mins
Continue with the seatwork
Visual Aids/Video showing/
PowerPoint presentation
Individual or Group Activity;
Seatwork
5 mins
Present the objectives
Visual Aids/Video showing/
PowerPoint presentation
Individual or Group Activity;
Seatwork
5 mins
Present the objectives
LO 1. Develop a product/ service
in Dressmaking
1.1.Explain what makes a product
unique and competitive
1.2.Identify what is of “Value” to
the customer
1.3.Apply creativity and Innovative
techniques to develop marketable
product
1.4.Employ a Unique Selling
Proposition (USP) to the product/
service
Visual Aids/Video showing/
PowerPoint presentation
Individual or Group Activity;
Seatwork
5 mins
chairs
Present the objectives
Visual Aids/Video showing/
PowerPoint presentation
Individual or Group Activity:
Group students with advance and
beginner skills to do similar
projects (doll size dresses)
Practice sewing using Singer
Fashion Mate and Juki High
Speed Sewing Machine
Present face towels (15 pcs) and
ask students to sew different
stitch designs for each piece (one
piece per student)
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A. Finding practical application of
concepts and skills in daily living
A. Making generalizations and
abstractions about the lesson
A. Evaluating learning
A. Additional activities for application Continue working on the
or remediation
I. REMARKS
Look into your household, can you Search for articles or updates Search for information on how to Search for information on how to Prepare fabric for their trousers
see items that you still need or in about the clothing industry and develop pilot or practice dress develop pilot or practice dress project
a state of being repaired? What the careers that one can go into shop or clothing alteration shop to shop or clothing alteration shop to
are they? having a skill in dressmaking. practice their entrepreneurial practice their entrepreneurial
skills. skills.
Ask the members of your
household who knows how to sew Search for information about Search for information about
and repair clothing materials? school based cooperatives and school based cooperatives and
student-school business student-school business
Look in the local market and partnerships partnerships
survey how much is the current
rates/prices in sewing or altering
clothes.
What have you learned? Write What have you learned? Write What have you learned? Write What have you learned? Write What have you learned? Write
your answers in your notebook. your answers in your notebook. your answers in your notebook. your answers in your notebook. your answers in your notebook.
Rubrics Rubrics Rubrics Rubrics Rubrics
Continue working with the Continue working on the project/ Continue working on the project/ Continue working with the project;
assingment assignment assignment assignment can be continued at home.

I. REFLECTION 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 when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
A. No. of learners who require
additional activities for remediation
who scored below 80%
A. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
A. No. of learners who continue to
require remediation
A. Which of my teaching strategies Group activities aside from individual activities to encourage students to participate
worked well? Why did these work?
A. What difficulties did I encounter
which my principal or supervisor
can help me solve?
A. What innovation or localized Blended online learning (use of wiki, quizlet, facebook, e-mail)
materials did I use/discover which I
wish to share with other teachers?

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