Cg 2 Tle He Clothing

8/2/2019 Cg 2 Tle He Clothing

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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways Technology and Livelihood Educatio

Home Economics Clothing and Textiles II

Program Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment andprocess/production and delivery of quality products/services in order to contribute to the sustainable use of resources and

productivity.

Home Economics Clothing and Textiles

Standard at theFirst Year Level

Standard at theSecond Year Level

Standard at theThird Year Level

Standard at theFourth Year Level

The learner demonstratesunderstanding of his/her PECs, the

environment and market, and theprocess and delivery of qualityhousehold linens, soft furnishings andpajamas (top and pants).

The learner demonstrates understandingof his/her PECs, the environment and

market, and the process and delivery ofquality casual wear (unisex polo shirt withconvertible collar), short pants with zipperplacket and patch pocket, one piece andpleated skirt with side pocket, andchildrens wear with trimmings.

The learner demonstratesunderstanding of his/her PECs, the

environment and market, and theprocess and delivery of quality ladiesand mens garments: blouse withdarts, blazer with slot pockets,trubenized shirt, long pants withcontinental side and back weltpockets.

Learners, individually or as a tedemonstrate understanding of a

social entrepreneurship in puttinmanaging and expanding a smabusiness/enterprise.


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General Standard: The learner demonstrates understanding of his/her PECs, the environment and market, and the process and delivery of quality unisex polo sconvertible collar, short pants with zipper placket and patch pocket, pleated skirt with side pocket, one piece skirt, and childrens wear with t

Quarter 1

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential At the level of

Content Performance Understanding Question

Product/Performance

Understanding Performance

The learner

demonstratesunderstanding ofPersonalEntrepreneurialCompetencies(PECs):

Characteristics

Attributes

Lifestyles

Skills Traits

Analysis andinterpretation ofPECs by cluster

Achievement

Planning

Power

The learner

prepares aplan of actionthataddresseshis/her areasofdevelopmentbased on his/her PECs

and improvesfurtherhis/her areasof strength.

Successful

entrepreneurscontinuouslydevelop andimprove PECsin sewingunisex poloshirt withconvertiblecollar.

How does one

ensure successin a chosencareer?

Plan of action

addressingones areas ofdevelopmentbased on PECsand improvingfurther onesareas ofstrength

Explanation

Describe their PECs focusing onstrengths and developmental areas.Criteria:

Clear

Comprehensive

Concise

InterpretationCompare their PECs with those of a

successful practitionerCriteria:

Objective

Focus

Conclusive

ApplicationApply their PECsin pursuing a chosen

entrepreneurial activityCriteria:

Appropriate

Effective

Practical

PerspectiveExpress your thoughts on theimportance of PECs from the

viewpoint of a seasonedentrepreneur.

Assessment of the plan of a

based on the following crite Comprehensiveness

Appropriateness of stratein terms of addressingpersonal areas of develobased on ones PECs animproving further ones aof strength

Doability


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The learnerdemonstratesunderstanding ofthe environmentand market:

Key Ideas

-consumersneeds andwants;

-existingindustry thatrelates with acareer choice

The learnerformulates abusiness ideabased on theanalysis oftheimmediateenvironmentand market

The needs andwants of thetarget marketand industryhelp determinethe product tobe producedand/or serviceto be offered.

Ones choice ofentrepreneurial

activity isinfluenced bythe needs and

How does onedetermine theneeds andwants of thetarget marketand industry inan immediatecommunity?

How does oneselect an

entrepreneurialactivity to bepursued?

Formulation ofa business ideabased on theanalysis of theimmediateenvironmentand market

Criteria:

Valid

Relevant

Plausible

Sensitive

EmpathyExpress your feelings if you are anentrepreneur who finds difficulty incoping with the PECs of a chosencareerCriteria:

Open Objective

Sensitive

Self-KnowledgeBased on the results of PECs,assess their level of confidence asa prospective entrepreneur insewing unisex polo shirt.

Criteria: Reflective

Insightful

Objective

Explanation:Explain the importance of theimmediate environment and market

in identifying business opportunityCriteria:

Clear

Comprehensive

Concise

Coherence

Interpretation:Interpret the data gathered from the

immediate environment and marketin identifying business opportunities

Assessment of the formulatbusiness idea based on thefollowing criteria:

Profitable

Feasible

Practical

Responsive to consumerneeds

Innovative


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or entrepre-neurial activity;and

-product/service thatsatisfies theneeds andwants of targetcustomers

Key Processes

-SWOTanalysis-Opportunity

seeking andseizing

wants ofconsumers.

Seeking andrespondingeffectively to abusinessopportunity arethe basis forstarting andmaintainingsuccessful

businessventure.

How can onerespondeffectively to abusinessopportunity?

Criteria:

Reliable

Accurate

Objective

Relevance

Valid

ApplicationGenerate business ideas from dataanalysisCriteria:

Appropriate

Innovative

Practical

PerspectiveExpress from the point of view of abusiness owner the importance ofscanning the environment andmarket in generating business ideasCriteria:

Valid Relevance

Insightful

EmpathyExpress their feelings whenentrepreneurs offer the same typeof business in a certain localityCriteria:

Objective Persuasive

Sensitive

Open-minded

Self-KnowledgeSelf-assess their level of confidencein formulating business ideasCriteria:

Reflective Insightful

Objective


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Stage 1: Results and Outcomes Stage 2: AssessmentStandard Essential At the level of

Content Performance Understanding QuestionProduct/

Performance Understanding Performance

The learnerdemonstratesunderstandingof basicconcepts andprinciples

underlying theprocess anddelivery insewing.

process flowin sewingunisex poloshirt withconvertible

collar

project plan

four (4) Ms(manpower,materials,machine,methods) of

production insewingunisex poloshirt

evaluation offinishedproducts

cost ofproduction

The learnerproducesmarketableoriginal/newunisex poloshirt with

convertiblecollarfollowing thebasicconcepts andprinciplesunderlyingthe processand deliveryin sewing

unisex poloshirt.

Assuring thequality of unisexpolo shirt withconvertiblecollar producedin sewing

makes onecompetent andmarketable.

How does oneassure thequality ofunisex poloshirt withconvertible

collar producedin sewing?

1. Marketableoriginal/newunisex polo shirtwith convertiblecollar using theappropriate

sewingprocedure

2. Demonstrationof the process insewingmarketableunisex polo shirtwith convertiblecollar

Explanation:Explain the basic concepts andprinciples underlying theprocess and delivery in sewingunisex polo shirt withconvertible collar.

Criteria: clear

comprehensive

Interpretation:Show the significance of theprocess and delivery in sewingunisex polo shirt withconvertible collar.Criteria

Original

Creative

Application:Sew unisex polo shirt withconvertible collar.Criteria:

appropriate

creative

cost

Perspective:Compare and contrast theprocess and delivery of unisexpolo shirt with convertible collarCriteria:

clear

concise

appropriate

1. Assessment of unisex poloshirt with convertible collarbased on marketability(quality, appearance, priceand originality (value-addeuniqueness)

2. Assessment of performanc

Compliance with standards(tools, equipment, materia

Application of procedure

Observance of work habits

Speed/Time


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pricing ofproducts

packagingandmarketing ofproducts

Empathy:Consider the returns ofproducing marketable unisexpolo shirt with convertible collar.Criteria:

profitable

cost

Self-Knowledge:Realize the importance ofproducing marketable unisexpolo shirt with convertible collar.

Criteria: clear

self-confidence


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Quarter 2




Product/Performance


The learnerdemonstratesunderstanding ofPersonalEntrepreneurialCompetencies

(PECs): Characteristics

Attributes

Lifestyles

Skills

Traits

Analysis andinterpretation of

PECs by cluster Achievement

Planning

Power

The learnerprepares aplan of actionthataddresseshis/her areas

ofdevelopmentbased on his/her PECsand improvesfurtherhis/her areasof strength.

Successfulentrepreneurscontinuouslydevelop andimprove PECsin sewing.

How does oneensure successin a chosencareer?

Plan of actionaddressingones areas ofdevelopmentbased on PECsand improving

further onesareas ofstrength

Explanation:Describe your PECs focusing onstrengths and developmentalareas.Criteria:

Clear

Comprehensive Concise

InterpretationCompare your PECs with those ofa successful practitionerCriteria:

Objective

Focus

Conclusive

ApplicationApply ones PECsin pursuing a chosenentrepreneurial activityCriteria:

Appropriate

Effective

Practical

PerspectiveExpress your thoughts from theviewpoint of a seasonedentrepreneur the importance ofPECsCriteria:

Valid

Relevant Plausible

Sensitive

Assessment of the plan ofaction based on the followingcriteria:

Comprehensiveness

Appropriate-ness ofstrategies in terms of

addressing personal areasdevelopment based on onePECs and improving furtheones areas of strength

Doability


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Key Ideas


-existingindustry thatrelates with acareer choiceor entrepre-neurial activity;and

-product/service thatsatisfies theneeds and



Ones choice ofentrepreneurialactivity isinfluenced bythe needs andwants ofconsumers.

Seeking and

respondingeffectively to abusiness

How does onedetermine theneeds andwants of thetarget marketand industryfrom a town/city?

How does oneselect anentrepreneurialactivity to bepursued?

How can onerespond

effectively to abusinessopportunity?


EmpathyExpress your feelings if you arean entrepreneur who finds

difficulty in coping with the PECsof a chosen careerCriteria:

Open

Objective

Sensitive

Self-KnowledgeAssess, based on the results of

your PECs, your level ofconfidence as a prospectiveentrepreneur in sewingCriteria:

Reflective

Insightful

Objective

Explanation:

Explain the importance of theimmediate environment andmarket in identifying businessopportunityCriteria:

Clear

Comprehensive

Concise

Coherence

Interpretation:Interpret the data gathered fromthe immediate environment andmarket in identifying businessopportunitiesCriteria:

Reliable

Accurate

Objective Relevance

Valid

Assessment of the formulatedbusiness idea based on thefollowing criteria:

Profitable

Feasible

Practical


Innovative


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wants of targetcustomers

Key Processes

-SWOTanalysis

-Opportunityseeking andseizing

opportunity arethe basis forstarting and

maintainingsuccessfulbusinessventure.

ApplicationGenerate business ideas from

data analysisCriteria:

Appropriate

Innovative

Practical

PerspectiveExpress from the point of view ofa business owner the importance

of scanning the environment andmarket in generating businessideasCriteria:

Valid

Relevance

Insightful

Empathy

Express your feelings whenentrepreneurs offer the same typeof business in a certain localityCriteria:

Objective

Persuasive

Sensitive

Open-minded

Self-KnowledgeSelf-assess your level ofconfidence in formulatingbusiness ideasCriteria:

Reflective

Insightful

Objective


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pricing ofproducts


Empathy:Consider the returns ofproducing marketable short

pants with zipper placket andpatch pocket.Criteria:

profitable

cost

Self-Knowledge:Realize the importance ofproducing marketable short

pants with zipper placket andpatch pocket.Criteria:

clear

self-confidence


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Quarter 3




Product/Performance




Attributes

Lifestyles

Skills

Traits



Planning

Power





Plan of actionaddressing onesareas ofdevelopmentbased on PECsand improving

further onesareas of strength

Explanation:Describe your PECs focusingon strengths anddevelopmental areas.Criteria:

Clear


InterpretationCompare your PECs with thoseof a successful practitionerCriteria:

Objective

Focus

Conclusive


Appropriate

Effective

Practical

PerspectiveExpress your thoughts from theviewpoint of a seasonedentrepreneur.Criteria:

Valid

Relevant

Plausible Sensitive


Comprehensiveness

Appropriateness ofstrategies in terms of


Doability


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Key Ideas



-product/service thatsatisfies theneeds and




Seeking and

respondingeffectively to abusiness

How does onedetermine theneeds andwants of thetarget marketand industryfrom a provinceand country?

How does one

select anentrepreneurialactivity to bepursued?

How can onerespondeffectively to a

businessopportunity?

Formulation of abusiness ideabased on theanalysis of theimmediateenvironment andmarket

EmpathyExpress your feelings if you arean entrepreneur who finds

difficulty in coping with thePECs of a chosen careerCriteria:

Open

Objective

Sensitive

Self-KnowledgeAssess, based on the results of

your PECs, your level ofconfidence as a prospectiveentrepreneur in sewing.Criteria:

Reflective

Insightful

Objective

Explanation:

Explain the importance of theimmediate environment andmarket in identifying businessopportunityCriteria:

Clear

Comprehensive

Concise

Coherence


Reliable

Accurate

Objective Relevance

Valid


Profitable

Feasible

Practical


Innovative


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wants of targetcustomers

Key Processes

-SWOTanalysis


opportunity arethe basis forstarting and

maintainingsuccessfulbusinessventure.

ApplicationGenerate business ideas from

data analysisCriteria:

Appropriate

Innovative

Practical

PerspectiveExpress from the point of viewof a business owner the

importance of scanning theenvironment and market ingenerating business ideasCriteria:

Valid

Relevance

Insightful

Empathy

Express your feelings whenentrepreneurs offer the sametype of business in a certainlocalityCriteria:

Objective

Persuasive

Sensitive

Open-minded


Reflective

Insightful

Objective


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Stage 1: Results and Outcomes Stage 2: AssessmentStandard Essential At the level of

Content Performance Understanding QuestionProduct/

Performance Understanding Performance

The learnerdemonstratesunderstandingof basicconcepts andprinciplesunderlying theprocess anddelivery insewing

process flowin sewingpleated skirtwith sidepocket and

one-pieceskirt.

- taking bodymeasure-ments

- draftingpatterns

- laying out ofpatterns on

the cloth,marking andcutting

- assembling

project plan

four (4) Ms(manpower,

materials,machine,methods) of

The learnerproducesmarketableoriginal/newpleated skirtwith sidepocket andone-pieceskirt followingthe basicconcepts andprinciplesunderlyingthe processand deliveryin sewing.

Assuring thequality ofpleated skirtwith sidepocket andone-piece skirtproduced insewing makesone competentandmarketable.

How does oneassure thequality pleatedskirt with sidepocket andone-piece skirtproduced insewing?

1. Marketableoriginal/newpleated skirt withside pocket andone-piece skirtusing theappropriatesewingprocedure

2. Demonstrationof the process insewingmarketablepleated skirt withside pocket and

one-piece skirt

Explanation:Explain the basic concepts andprinciples underlying theprocess and delivery in sewingpleated skirt with side pocketand one-piece skirt.Criteria:

clear

comprehensive

Interpretation:Show the significance of theprocess and delivery in sewingpleated skirt with side pocketand one-piece skirt.Criteria

original creative

Application:Design pleated and one-pieceskirt based on the principles insewing pleated skirt with sidepocket and one-piece skirt.Criteria:

appropriate creative

cost

Perspective:Compare and contrast theprocess and delivery of qualitysewed pleated skirt with sidepocket and one-piece skirt.

Criteria: clear

1. Assessment of pleated skirwith side pocket and one-piece skirt based onmarketability (quality,appearance, price) andoriginality (value-addeduniqueness)

2. Assessment of performanc

Compliance with standards(tools, equipment, materia

Application of procedure

Observance of work habits

Speed/Time


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production insewing

evaluation offinishedproducts

cost ofproduction

pricing ofproducts


concise

appropriate

Empathy:Consider the returns ofproducing marketable pleatedskirt with side pocket and one-piece skirt.Criteria:

profitable

cost

Self-Knowledge:Realize the importance ofproducing marketable pleatedskirt with side pocket and one-piece skirt.Criteria:

clear

self-confidence

SECONDARY EDUCATION CURRICULUM


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Quarter 4




Product/Performance




Attributes

Lifestyles

Skills

Traits



Planning

Power





Plan of actionaddressingones areas ofdevelopmentbased on PECsand improving

further onesareas ofstrength

Explanation:Describe your PECs focusing onstrengths and developmentareas.Criteria:

Clear


InterpretationCompare your PECs with those ofa successful practitionerCriteria:

Objective

Focus

Conclusive


Appropriate

Effective

Practical

PerspectiveExpress your thoughts on theimportance of PECs from theviewpoint of a seasonedentrepreneur.Criteria:

Valid

Relevant

Plausible

Sensitive


Comprehensiveness

Appropriate-ness ofstrategies in terms of


Doability

2010 SECONDARY EDUCATION CURRICULUM


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Key Ideas



-product/service that

The learnerformulates abusiness ideabased on theanalysis oftheimmediateenvironment

and market

The needs andwants of thetarget marketand industryhelp determinethe product tobe producedand/or service

to be offered.


Seeking andresponding

How does onedetermine theneeds andwants of thetarget marketand industryfrom a provinceand country?

How does oneselect anentrepreneurialactivity to bepursued?

How can onerespond


EmpathyExpress your feelings if you are

an entrepreneur who findsdifficulty in coping with the PECsof a chosen careerCriteria:

Open

Objective

Sensitive

Self-Knowledge

Assess, based on the results ofyour PECs, your level ofconfidence as a prospectiveentrepreneur in sewing.Criteria:

Reflective

Insightful

Objective

Explanation:Explain the importance of theimmediate environment andmarket in identifying businessopportunityCriteria:

Clear

Comprehensive

Concise

Coherence


Reliable

Accurate

Objective


Profitable

Feasible

Practical


Innovative



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satisfies theneeds andwants of target

customers Key Processes

-SWOTanalysis


effectively to abusinessopportunity are

the basis forstarting andmaintainingsuccessfulbusinessventure.

effectively to abusinessopportunity?

Relevance

Valid

ApplicationGenerate business ideas fromdata analysisCriteria:

Appropriate

Innovative

Practical

Perspective

Express from the point of view ofa business owner the importanceof scanning the environment andmarket in generating businessideasCriteria:

Valid

Relevance

Insightful

EmpathyExpress your feelings whenentrepreneurs offer the same typeof business in a certain localityCriteria:

Objective

Persuasive

Sensitive

Open-minded


Reflective

Insightful

Objective


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evaluation offinished

products

cost ofproduction

pricing ofproducts

packaging

andmarketing ofproducts

Empathy:Consider the returns of

producing marketable childrenswear with trimmings.Criteria:

profitable

cost

Self-Knowledge:Realize the importance ofproducing marketable childrens

wear with trimmings.Criteria:

clear

self-confidence



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Career Pathways Technology and Livelihood EducatioHome Economics Clothing and Textiles II

TEACHING GUIDE

Home Economics - Clothing and Textiles II

General Standard: The learner demonstrates understanding of Personal EntreprCompetencies (PECs), the environment and market, aprocess/production and delivery of quality casual wear (unisex pwith convertible collar), short pants with zipper placket and patchpleated skirt with side pocket and one-piece skirt, and childrens w

trimmings.


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Stage 2Product or Performance Task:

Plan of action, based on PECs,addressing ones areas of developmentand areas of strength.

Evidence at the level of understanding

Learners should be able to demonstrate understandingby covering the six (6) facets of understanding:

Explanation: Describe their PECs focusing on strengthsand development areas.Criteria:

a. Clearb. Comprehensive

c. Concise

Interpretation: Compare their PECs with those of asuccessful practitioner.Criteria:

a. Objectiveb. Focusedc. Conclusive

Application: Apply their PECs in pursuing a chosenentrepreneurial activity.Criteria:

a. Appropriateb. Effectivec. Practical

Perspective: Express their thoughts on the importance ofPECs from the viewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevantc. Plausibled. Sensitive

Evidence at the level ofperformance

Assessment of the plan of abased on the following criter

1. Comprehensiveness2. Appropriateness of strate

terms of addressing perso

of development and improones areas and strength.3. Doability

2010 SECONDARY EDUCATION CURRICULUMC P th T h l d Li lih d Ed ti


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Empathy: Express the feelings of an entrepreneur whofinds difficulty in coping with the PECs of a chosencareer.Criteria:

a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on the results of PECs,their level of confidence as a prospective entrepreneur in

sewing unisex polo shirt with convertible collar.Criteria:a. Reflectiveb. Insightfulc. Objective



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Stage 3Teaching - Learning Sequence:

1. EXPLORE

Ask learners to name people in the community who are successful in the production of unisex polo shirt with convertible collar Why are they successful? Do you wish to be like them?

Explain to learners the importance of assessing their PECs

Guide learners in assessing their PECs on the following: Character

Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpresults of PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher ma

distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about hentrepreneurs engaged in the production of unisex polo shirt succeed. Some suggested activities: interview with successfulentrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneusearching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences amongsuccessful entrepreneurs engaged in the production of unisex polo shirt using the following aspects: characteristics, traits, attlifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of unisex polsucceed in their chosen field. Refer students to their answers posted on the wall.

Process learners learning and check it against EU.

Check learners understanding against the content standard.



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3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.

Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed

Textbooks/KAB Modules

Scripts

Graphic organizers

Charts/Pictures/Video/Multimedia

Questionnaires/Checklists/Handouts/Survey Forms, etc.

Profile of entrepreneurs



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Quarter 1 : Casual Wear Topic: Environment and Market Time Frame: 6 days

Stage 1Content Standard:The learner demonstrates understanding of the environmentand market for sewing as an entrepreneurial career.

Key Ideas- Consumer needs and wants- Existing industry related to sewing- Products/services that satisfy the needs and

wants of target customers Key Processes

- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing

Performance Standard:The learner formulates a business idea based on the analysis of thimmediate environment and market.

Essential Understanding(s):The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to be

offered.

Ones choice of entrepreneurial activity is influenced by theneeds and wants of the consumers.

Seeking and responding effectively to a business opportunityare the bases for starting and maintaining a successfulbusiness venture.

Essential Question(s):How does one determine the needs and wants of the target marketindustry in the immediate community?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of

target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing

Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis


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y gyHome Economics Clothing and Textiles II

business owner the importance of scanning theenvironment and market in generating business ideas forthe production of unisex polo shirt with convertible collar.Criteria:

a. Validb. Relevantc. Insightful

Empathy: Express their feelings when entrepreneursoffer the same type of business in a community.

Criteria:a. Objectiveb. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their level of confidence informulating business ideas related to the production of

unisex polo shirt with convertible collar.Criteria:

a. Reflectiveb. Insightfulc. Objective


Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business oppIdentifying the needs of the community, its resources, available local specialized skills, and appropriate technology can he

entrepreneur in seizing a business opportunity. Hence, the learners shall:



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1. EXPLORE

Guide the learners in assessing their prior knowledge on environment and market for the production of unisex polo shirt with ccollar as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate tealearning tools.

Have the learners assess his/her immediate environment and market for the production of unisex polo shirt to determine thindustries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc.

SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to the productio

polo shirt.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market in the immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality.

Guide learners in making a graphical presentation of the information on the production of unisex polo shirt with convertible

result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for u

shirt.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner hable to seize a business opportunity related to the production of unisex polo shirt with convertible collar.

Compare whether the information derived from the interview will complement/harmonize with their skills in formulating busines

Assess the learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market.


H E i Cl hi d T il II


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Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

Quarter 1 : Casual Wear Topic: Production of Unisex PoloShirt with ConvertibleCollar

Time Frame: 35 days

Stage 1Content Standard:The learner demonstrates understanding of basic concepts andprinciples underlying the process and delivery in sewing.

Performance Standard:The learner produces marketable original/new unisex polo shirtwith convertible collar following the basic concepts and principlesunderlying the process and delivery in sewing.


Home Economics Clothing and Te tiles II


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process flow in sewing unisex polo shirt with convertiblecollar

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction in sewing

evaluation of finished products

cost of production

pricing of products

packaging and marketing of products

Essential Understanding(s):Assuring the quality of unisex polo shirt with convertible collar

produced in sewing makes one competent and marketable.

Essential Question(s):How does one assure the quality of unisex polo shirt with

convertible collar produced in sewing?Learners will know:

Types of necklines Classification and kinds of collars

Kinds of sleeves Selection of fabrics for polo shirt Systematic work procedure, work standards and work

ethics Project planning 4 Ms of production Taking body measurements

Drafting patterns for a unisex polo shirt withconvertible collar

Preparing the fabric

Laying out of patterns, marking and cutting

Learners will be able to: Draft different types of necklines Drat different kinds of collars according to its

classification Draft different kinds of sleeves Select appropriate fabrics for polo shirt Apply the systematic work procedure, work standards

and work ethics Make a functional project plan including the 4Ms of

production Take body the body measurements needed for a polo

shirt Draft the needed patterns

Follow the step-by-step procedure in preparing the fabric Lay-out the patterns correctly on the fabric, mark




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Assembling/sewing the parts of a unisex polo shirt withconvertible collar using the unit method of sewing

Evaluating the finished product

Cost of production Pricing of products Packaging and marketing

Strategies

Advertisement

Exhibiting of finished products (fair)

accurately and cut properly Assemble/sew the parts of a unisex polo shirt with

convertible collar using the unit method of sewing Assess the finished product using rubrics or other tools

for evaluation Compute for the cost of production and pricing of

products Adopt appropriate marketing strategies

Exhibit the finished products

Stage 2Product or Performance Task:

1. Marketable original/new unisex poloshirt with convertible collar using theappropriate sewing procedure

2. Demonstration of the process insewing marketable unisex polo shirt

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Explain the basic conceptsand principles underlying the process anddelivery in sewing unisex polo shirt with

Evidence at the level of performanceAssessment of unisex polo shirt withconvertible collar based on marketability(quality, appearance, price) and originality(value-added uniqueness)

Assessment of performance Compliance to standards (tools,




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with convertible collar convertible collar.Criteria:

a. Clear

b. Comprehensive

Interpretation: Show the significance ofthe process and delivery in sewing unisexpolo shirt with convertible collar.Criteria:

a. Originalb. Creative

Application: Sew marketable unisex poloshirt with convertible collar based on theprinciples of sewing.Criteria:

a. Appropriateb. Creative

c. Cost

Perspective: Compare and contrast theprocess and delivery in sewing unisexpolo shirt with convertible collar.Criteria:

a. Clearb. Concise

c. Appropriate

Empathy: Share their thoughts on how itfeels to have gainful returns in sewingunisex polo shirt with convertible collar.Criteria:

a. Profitableb. Quality

equipment, materials) Application of procedure Observance of work habits Speed/Time




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Self-Knowledge: Self-assess theirknowledge in producing marketableunisex polo shirt with convertible collar.

a. Clearb. Self-Confidence


Casual wear is a common concern of almost everyone. Unisex clothes have been a blessing because a garment can beworn by either sex. But cost of tailoring have gone high and this is the reason for people using ready-to-wear clothes, but otherswould like to sew their own clothes to cut down their budget for clothing. The unisex polo shirt with convertible collar is easy toconstruct by following the correct procedure in assembling the parts using the unit method of sewing.

1. Explore:

Guide learners in assessing their prior knowledge and understanding in the production unisex polo shirt with convertible




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g

collar through paper and pencil, performance test and other assessment tools.

Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards(Content and Performance Standards), Assessment Tools and Criteria.

Guide learners survey a nearby shop or sub contractors producing unisex polo shirt with convertible collar. Let learnersprepare survey questionnaire/ checklist which will focus on:- Styles/design of unisex polo shirt produced- materials used for unisex polo shirt- demands for a particular product

Provide learners pictures/video clips on the production of unisex polo shirt with convertible collar.

Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on the

production process of unisex polo shirt with convertible collar. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process

of delivery in the production of unisex polo shirt.2. Firm Up:

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producingquality unisex polo shirt with convertible collar.

Encourage learners to gather essential information related to unisex polo shirt production. Learners can use any of thefollowing:

- interview with successful sewer- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on the production of unisex polo shirt with convertible collar.

Have learners familiarize themselves with the different processes involved in producing unisex polo shirt with convertiblecollar.- Types of necklines- Classification and kinds of collars- Kinds of sleeves- Fabrics selection for polo shirt- Systematic work procedure, work standards and work ethics- Measurements needed for drafting polo shirt patterns and how to take these measurements- Draft needed patterns for unisex polo shirt- Pointers in fabric preparation, laying out of patterns, marking and cutting- Methods/procedure of assembling the parts of polo shirt using the unit method of sewing

- Assessment tools use for evaluation- Costing of production and pricing




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- Packaging and marketing strategies

Encourage learners to reflect, revise, and re think their understanding in consideration of the processes,information/learning in the production of unisex polo shirt with convertible collar.

Have learners assess themselves on their understanding of the concepts of unisex polo shirt production. Check thisagainst the content standard.

3. Deepen:

Have learners translate the project plan into quality unisex polo shirt with convertible collar based on the given standardprocedure.- Select appropriate fabrics for polo shirt

- Take the measurements needed for drafting patterns- Draft the needed patterns for unisex polo shirt with convertible collar- Apply systematic work procedure, work standards and work ethics- Prepare the fabric- Lay-out patterns on the fabric, mark and cut- Assemble/sew the parts of the polo shirt using the unit method of sewing- Assess the finished product using rubric or other tools for evaluation

Assist learners in computing for the cost of production and selling price of unisex polo shirt with convertible collar.

Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and Content

Standard in sewing unisex polo shirt with convertible collar.

Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding)

4. Transfer: Have learners produce original/new marketable unisex polo shirt with convertible collar applying the basic concepts and

principles in sewing.

Encourage learners exhibit unisex polo shirt with convertible collar (bazaar, fair, etc.)

Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance)

Resources/Materials/Equipment Needed:

Textbooks/ KAB Modules Magazines/Journals/Catalogues




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Samples/swatches for polo shirt

Sewing tools, cloth and thread

Sewing machine

Quarter 2 : Casual Wear Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in producing short pantswith zipper placket and patch pocket.

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength inproducing short pants with patch pocket. .




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Analysis and interpretation of PECs by achievement, planningand power clusters.

Essential Understanding(s):Successful entrepreneurs like those engaged in sewingcontinuously develop and improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurial careerlike sewing?

Learners will know: Personal competencies

- Characteristics- Attributes- Lifestyles- Skills- Traits

Cluster of PECs- Achievement- Planning- Power

Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement,

planning and power Prepare a plan of action Improve areas of strength

Stage 2Product or Performance Task:Plan of action, based on PECs,addressing ones areas of developmentand areas of strength


Explanation: Describe their PECsfocusing on strengths and development

areas.

Evidence at the level of performance

Assessment of the plan of action basedon the following criteria:

1. Comprehensiveness2. Appropriateness of strategies in terms

of addressing personal areas of




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Criteria:d. Cleare. Comprehensive

f. Concise

Interpretation: Compare their PECs withthose of a successful practitioner.Criteria:

a. Objectiveb. Focusedc. Conclusive

Application: Apply their PECs inpursuing a chosen entrepreneurialactivity.Criteria:

a. Appropriateb. Effective

c. Practical

Perspective: Express their thoughts onthe importance of PECs from theviewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevant

c. Plausibled. Sensitive

Empathy: Express the feelings of anentrepreneur who finds difficulty in copingwith the PECs of a chosen career.Criteria:

a. Open-minded

b. Objective

development and improving onesareas and strength.

3. Doability




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c. Sensitive

Self-knowledge: Assess, based on the

results of PECs, their level of confidenceas a prospective entrepreneur in sewingshort pants with zipper placket and patchpocket..Criteria:



1. EXPLORE

Ask learners to name people in the community who are successful in the production of short pants with zipper placket andpatch pocket. Why are they successful?

Do you wish to be like them?




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Guide learners in assessing their PECs on the following: Character

Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how tointerpret the results of PECs.

Ask EQ to draw out learners initial understanding of learners about how entrepreneurs succeed in their chosen career.Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited duringthe FIRMING UP.

3. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information abouthow entrepreneurs engaged in the production of unisex polo shirt succeed. Some suggested activities: interview withsuccessful entrepreneurs engaged in the production of short pants, inviting successful entrepreneurs as resource persons in

class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences

among successful entrepreneurs engaged in the production of short pants using the following aspects: characteristics, traits,attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of shortpants succeed in their chosen field. Refer students to their answers posted on the wall.



3. DEEPEN


Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)

4. TRANSFER




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Scripts

Graphic organizers






Key Ideas- Consumer needs and wants

Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market.




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- Existing industry related to sewing- Products/services that satisfy the needs and

wants of target customers

Key Processes- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing

Essential Understanding(s):The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.

Ones choice of entrepreneurial activity is influenced by theneeds and wants of the consumers.

Seeking and responding effectively to a business opportunityare the bases for starting and maintaining a successfulbusiness venture.

Essential Question(s):How does one determine the needs and wants of the targetmarket and industry in the immediate community?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of

target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing

Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

Stage 2Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market


Explanation: Explain the importance of

the immediate environment and market in


Assessment of formulated business ideabased on the following criteria:

Profitable Feasible

Practical


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b. Relevantc. Insightful

Empathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria:

a. Objectiveb. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to the production of shortpants.Criteria:



Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:




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1. EXPLORE

Guide the learners in assessing their prior knowledge on environment and market for the production of short pants as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and

learning tools. Have the learners assess his/her immediate environment and market for the production of short pants to determine the

existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas related to theproduction of short pants.

2. FIRM UP


Assist learners in conducting a community mapping to identify business establishments or industries in the immediatelocality.

Guide learners in making a graphical presentation of the information on the production of short pants as a result of the data-

gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

short pants.


3. DEEPEN.

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity related to the production of short pants.

Compare whether the information derived from the interview will complement/harmonize with their skills in formulatingbusiness ideas.

Assess the learners level of understanding. (Refer to the Assessment in Stage 2)

4. TRANSFER




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Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market.



Quarter 2 : Casual Wear Topic: Production of Short Pantswith Zipper Placket andPatch Pocket

Time Frame: 35 days

Stage 1Content Standard:The learner demonstrates understanding of basic concepts andprinciples underlying the process and delivery in sewing.

Performance Standard:The learner produces marketable original/new short pants withzipper placket and patch pocket following the basic concepts and

principles underlying the process and delivery in sewing.



fl i i h i h i l k d


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process flow in sewing short pants with zipper placket andpatch pocket.

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction in sewing


cost of production

pricing of products


Essential Understanding(s):Assuring the quality of short pants with zipper placket andpatch pocket produced in sewing makes one competent andmarketable.

Essential Question(s):How does one assure the quality of short pants with zipperplacket and patch pocket produced in sewing?

Learners will know: Kinds of plackets Attaching fasteners

Kinds of pockets and how to attach pockets Materials suitable for short pants. Project planning 4 Ms of production (materials, machine, method,

manpower) Taking body measurements

Drafting patterns for short pants

Learners will be able to: Sew different plackets Attach fasteners

Sew different kinds of pockets Select appropriate materials for polo shirt Make a functional project plan including the 4Ms of

production

Take body the body measurements needed for shortpants

Draft the patterns for short pants



P i th l th F ll th t b t d i i th f b i


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Preparing the cloth Laying-out of patterns, marking and cutting

Assembling/ Sewing of short pants using the unitmethod of sewing

Evaluating finished products

Cost of production Pricing of products Packaging and marketing

Strategies Advertisement

Exhibiting of finished products (fair)

Follow the step-by-step procedure in preparing the fabric Lay-out the patterns correctly on the fabric, mark

accurately and cut properly

Assemble/sew the parts of a short pant with zipperplacket and patch pocket using the unit method ofsewing

Assess the finished product using rubrics or other toolsfor evaluation

Compute for the cost of production and pricing ofproducts

Adopt appropriate marketing strategies

Exhibit the finished products

Stage 2Product or Performance Task:1. Marketable original/new short pants

with zipper placket and patch pocketusing the appropriate sewingprocedure

2. Demonstration of the process in


Explanation:

Explain the basic concepts and principles

Evidence at the level of performanceAssessment of short pants with zipperplacket and patch pocket based onmarketability (quality, appearance, price)and originality (value-added uniqueness)

Assessment of performance


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and patch pocket


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and patch pocket.Criteria:

profitable

cost

Self-Knowledge:Realize the importance of producingmarketable short pants with zipper placketand patch pocket.Criteria:

clear

self-confidence


Another casual wear which can easily be learned is the short pants with zipper placket and patch pocket. In terms of thenumber of steps in construction, these are fewer compared with polo shirt. As a rule, being to do this, the learner could eventuallymake easily the long pants with the same procedure.

1. EXPLORE

Guide learners in assessing their prior knowledge and understanding in the production short pants with zipper placket



and patch pocket through paper and pencil performance test and other assessment tools


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and patch pocket through paper and pencil, performance test and other assessment tools.

Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards(Content and Performance Standards), Assessment Tools and Criteria.

Guide learners survey a nearby shop or sub contractors producing short pants. Let learners prepare surveyquestionnaire/ checklist which will focus on:- Styles/design of short pants produced- materials used for short pants- demands for a particular product

Provide learners pictures/video clips on the production of short pants.

Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on theproduction process of short pants.

Draw learners initial understanding on the need to understand the basic concepts and principles underlying the processof delivery in the production of short pants with zipper placket and patch pocket..

2. FIRMUP

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producingquality short pants with zipper placket and patch pocket.

Encourage learners to gather essential information related to short pants production. Learners can use any of thefollowing:

- interview with successful sewer- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on the production of short pants with zipper placket and patch pocket.

Have learners familiarize themselves with the different processes involved in producing short pants with zipper placketand patch pocket.- Kinds of placket- Attaching fasteners

- Attaching pockets- Materials suitable for short pants with zipper placket and patch pocket.- Measurements needed for drafting short pants patterns and how to take these measurements- Draft needed patterns for unisex polo shirt- Pointers in fabric preparation, laying out of patterns, marking and cutting- Methods/procedure of assembling the short parts with zipper placket and patch pocket using the unit method of

sewing- Assessment tools use for evaluation

- Costing of production and pricing



- Packaging and marketing strategies


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Packaging and marketing strategies

Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,information/learning in the production of short pants.

Have learners assess themselves on their understanding of the concepts of short pants production. Check this againstthe content standard.

3. DEEPEN

Have learners translate the project plan into quality short pants with zipper placket and patch pocket based on the givenstandard procedure.- Select appropriate materials for short pants- Take the measurements needed for drafting patterns

- Draft the needed patterns for short pants- Apply systematic work procedure, work standards and work ethics- Prepare the material- Lay-out patterns on the fabric, mark and cut- Assemble/sew the parts of the short pants using the unit method of sewing- Assess the finished product using rubric or other tools for evaluation

Assist learners in computing for the cost of production and selling price of short pants.

Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content

standard in sewing short pants with zipper placket and patch pocket.

Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding)

4. TRANSFER

Have learners produce original/new marketable short pants with zipper placket and patch pocket applying the basicconcepts and principles in sewing.

Encourage learners to exhibit short pants (bazaar, fair, etc.)

Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance)

Resources/Materials/Equipment Needed:



Textbooks/ KAB Modules


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Textbooks/ KAB Modules

Magazines/Journals/Catalogues

Samples/swatches for polo shirt

Sewing tools, cloth and thread Sewing machine

Quarter 3 : Casual Wear Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1Content Standard:The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs) such as characteristics,

Performance Standard:The learner prepares, based on PECs, a plan of action that

addresses his/her areas of development and areas of strength in



attributes, lifestyles, skills, traits, etc. in producing pleated skirt producing pleated skirt with side pocket and one-piece skirt. .


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y p g pwith side pocket and one-piece skirt.

Analysis and interpretation of PECs by achievement, planningand power clusters.

p g p p p

Essential Understanding(s):Successful entrepreneurs like those engaged in sewingcontinuously develop and improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurial careerlike sewing?

Learners will know:

Personal competencies- Characteristics- Attributes- Lifestyles- Skills- Traits

Cluster of PECs- Achievement- Planning- Power

Learners will be able to:

Analyze the competencies of PECs Interpret the clusters of PECs such as achievement,

planning and power Prepare a plan of action Improve areas of strength

Stage 2Product or Performance Task:Plan of action, based on PECs,addressing ones areas of developmentand areas of strength


Explanation: Describe their PECs


Assessment of the plan of action basedon the following criteria:

1. Comprehensiveness



focusing on strengths and development 2. Appropriateness of strategies in terms


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areas.Criteria:

g. Clearh. Comprehensivei. Concise

Interpretation: Compare their PECs withthose of a successful practitioner.Criteria:

a. Objective

b. Focusedc. Conclusive

Application: Apply their PECs inpursuing a chosen entrepreneurialactivity.Criteria:

a. Appropriate

b. Effectivec. Practical

Perspective: Express their thoughts onthe importance of PECs from theviewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevantc. Plausibled. Sensitive

Empathy: Express the feelings of anentrepreneur who finds difficulty in copingwith the PECs of a chosen career.

Criteria:

of addressing personal areas ofdevelopment and improving ones

areas and strength.3. Doability



a. Open-mindedb Obj i


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b. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in sewing.Criteria:



1. EXPLORE

Ask learners to name people in the community who are successful in the production of pleated skirt with side pocket andone-piece skirt.

Why are they successful?



Do you wish to be like them?

E l i t l th i t f i th i PEC


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Guide learners in assessing their PECs on the following:

Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how tointerpret the results of PECs.

Ask EQ to draw out learners initial understanding of learners about how entrepreneurs succeed in their chosen career.Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited duringthe FIRMING UP.

4. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information abouthow entrepreneurs engaged in the production of pleated and one-piece skirt succeed. Some suggested activities: interviewwith successful entrepreneurs engaged in the production of pleated and one-piece skirt, inviting successful entrepreneurs asresource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differencesamong successful entrepreneurs engaged in the production of pleated and one-piece skirt using the following aspects:characteristics, traits, attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of skirtssucceed in their chosen field. Refer students to their answers posted on the wall.



3. DEEPEN


Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)



4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs


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Scripts

Graphic organizers






Key Ideas

Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market.


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the immediate environment and market inidentifying business opportunities in the

Practical Responsive to consumer needs


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identifying business opportunities in theproduction of skirts.

Criteria:a. Clearb. Comprehensivec. Concised. Coherent

Interpretation: Interpret the datagathered from the immediate environment

and market in identifying businessopportunities in the production of skirts.Criteria:

a. Reliableb. Accuratec. Objectived. Relevante. Valid

Application: Generate business ideasfrom data analysis of the production ofskirts.Criteria:

a. Appropriateb. Innovativec. Practical

Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for theproduction of skirts.Criteria:

a. Valid

Responsive to consumer needsand wants

Innovative



b. Relevantc. Insightful


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c. Insightful

Empathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria:

a. Objectiveb. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to the production of skirts.Criteria:



Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate

technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:



1. EXPLORE


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Guide the learners in assessing their prior knowledge on environment and market for the production of pleated and one-

piece skirt as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriateteaching and learning tools.

Have the learners assess his/her immediate environment and market for the production of pleated and one-piece skirt todetermine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas related to theproduction of pleated and one-piece skirt.

2. FIRM UP


Assist learners in conducting a community mapping to identify business establishments or industries in the immediatelocality.

Guide learners in making a graphical presentation of the information on the production of pleated and one-piece skirt as aresult of the data-gathering activity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market forpleated and one-piece skirt.


3. DEEPEN.

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity related to the production of skirts.

Compare whether the information derived from the interview will complement/harmonize with their skills in formulatingbusiness ideas.

Assess the learners level of understanding. (Refer to the Assessment in Stage 2)



4. TRANSFER

Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market.


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y



Quarter 3 : Casual Wear Topic: Production of PleatedSkirt with Side Pocket andOne-Piece Skirt

Time Frame: 35 days

Stage 1Content Standard:The learner demonstrates understanding of basic concepts and

principles underlying the process and delivery in sewing

Performance Standard:The learner produces marketable original/new pleated skirt with

side pocket and one-piece skirt following the basic concepts and



process flow in sewing pleated skirt with side pocket andprinciples underlying the process and delivery in sewing.


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one-piece skirt.

- taking body measurements- drafting patterns- laying out of patterns on the cloth, marking and cutting- assembling

project plan

four (4) Ms (manpower, materials, machine, methods) of

production in sewing


cost of production

pricing of products


Essential Understanding(s):Assuring the quality of pleated skirt with side pocket and one-piece skirt produced in sewing makes one competent andmarketable.

Essential Question(s):How does one assure the quality of pleated skirt with side pocketand one-piece skirt produced in sewing?

Learners will know: Kinds of skirts Taking body measurements Drafting style patterns for skirts Fabrics suitable for skirts Systematic work procedure, work standards and work

ethics

Learners will be able to: Differentiate th

Documents

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