FASHION ACCESSORIES FOR COT.docx

FASHION ACCESSORIES FOR COT.docx

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  Instructional Planning (The processof systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning- D.O. 42, s. 2016) Detailed Lesson Plan (DLP) Format DLP No.: Learning Area: HOUSEKEEPING-11 OCTOBER 24,2023 Quarter:1 Duration:120min Learning Competency/ies: (Taken from the Curriculum Guide) Observe proper handling of different problems in housekeeping services TLE-HEHK9-12HS-Ia-e-2 Key Concepts / Understandings to be Developed Housekeeping Common Problems faced by the housekeeping department at its techniques in addressing common problems. Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)  Objectives: At the end of the session, learners are expected to: Identify Categories: Behavioral Verbs: Remembering The learner can recall information and retrieve relevant knowledge from long-term memory identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce Recognize solutions for problems faced by the housekeeping department Understanding The learner can construct meaning from oral, written and graphic messages interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something Applying The learner can use information to undertake a procedure in familiar situations or in a new way execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Apply proper handling techniques in addressing common problems. Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct Evaluating The learner can make judgments and justify decisions coordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate Creating The learner can put elements together to form a functional whole, create a new product or point of view generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, devise Attitudes Categories: 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use List of Attitudes: Self-esteem, Self-confidence, Wellness, Respect, Honesty, Personal discipline, Perseverance, Sincerity, Patience, Critical thinking, Open-mindedness, Interest, Courteous, Obedience, Hope, Charity, Fortitude, Resiliency, Positive vision, Acceptance, Determined, Independent , Gratitude, Tolerant, Cautious, Decisive, Self-Control, Calmness, Responsibility, Accountability, Industriousness, Industry, Cooperation, Optimism, Satisfaction, Persistent, Cheerful, Reliable, Gentle, Appreciation of one’s culture, Globalism, Compassion, Work Ethics, Creativity, Entrepreneurial Spirit, Financial Literacy, Global, Solidarity, Making a stand for the good, Voluntariness of human act, Appreciation of one’s rights, Inclusiveness, Thoughtful, Seriousness, Generous, Happiness, Modest, Authority, Hardworking, Realistic, Flexible, Considerate, Sympathetic, Frankness Work patiently in studying different procedures and applying proper materials, tools, and equipment in making fashion accessories 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study
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  4. Organization -Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify Values A learner's principles or standards of behavior; one's judgment of what is important in life. Go beyond learner’s life on earth, include more than wealth and fame, and would affect the eternal destiny of millions Categories: 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, verify List of Values: 1. Maka-Diyos Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble 2. Maka-tao Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness Respect the work of others while doing the activity 3. Makakalikasan Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism, Cleanliness, Orderliness, Saving the ecosystem, Environmental sustainability 4. Makabansa Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility, Harmony, Patriotism, Productivity Appreciate the procedures in making fashion accessories 2. Content Create Fashion Accessories (FA)
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  3.LearningResources SHS TEACHINGGUIDE IN HANDICRAFTS MODULE/SLHT OF GRADE 11- TVL HANDICRAFTS QUARTER 3, WEEK 5 K-12 Curriculum Guide in Handicrafts (Fashion Accessories) Laptop TV/ Audio System Activity Sheets Tools and Materials for Making Fashion Accessories 4. Procedures 4.1 Introductory Activity(_10___ minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.  Prayer  Checking of Attendance  Teacher will play Video for them to have an idea of upcoming topic to tackle. https://en.savefrom.net/1-youtube-video-downloader- 457/?utm_source=youtube.com&utm_medium=short_domains&utm_campaign=ssyoutube.c om&a_ts=1678956262.315&url=https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttps%2Fyoutube.com%2Fwatch%3Fv%3DMv6pz dfitrs 4.2 Activity(__15 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered in this part of the lesson. Indicator #4: Divide the Class into 3 groups. Each group are given Manila Paper and Marking Pen to List Fashion Accessories/Tools/Materials they saw on the Video. Group 1: Fashion Accessories Group 2: Tools Group 3: Materials FASHION ACCESSORIES/Tools/Materials FUNCTIONS AND USES 1. 2. 3. 4. 5. 4.3 Analysis(_10_minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the new concepts or skills that are to be presented in the next part of the lesson. Indicator #3: Sharing of the Outputs: Questions: Group 1. Do men and Women can also engage in making Fashion Accessories? Do Men are allowed to used Fashion Accessory? Explain your answer. Group 2: Why is it important to use tools in making Fashion Accessories? What will happen if we will not use tools in making Fashion Accessories? Explain your answer.
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  Group 3: Whyis it that materials are essentials in making Fashion Accessories? Do you think fashion accessories will be made without materials? Explain your answer. Possible/Expected Answer: 1.Yes, Because Men and Women are both skillful nowadays, and Fashion Accessories develop Gender Equality Yes, Men are also allowed because Fashion Accessories are made not just for Women but also for men and it also vary on the Occasion or satisfaction of the person. 2. Answer may Vary 3. Answer may Vary 4.4 Abstraction(__30_ minutes).This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in this part of the lesson. Indicator #1 and #8 The teacher will have a formal discussion through Power Point Presentation. Teacher will ask: What are Fashion Accessories? A fashion accessory is an item used to contribute, in a secondary manner, to an individual's outfit. Fashion Accessory is a decorative item/product that supplements one’s outfit such as jewelry, gloves, bags, hats, scarves, watches. Fashion Accessories and the Procedures: 1. How to Create a Necklace Tools and Materials Needed:  Super Glue  Closures  Beading thread  Crimp beads  Beads  Wire cutter Procedures:  Gather your beading materials. Make sure to have all your materials at hand: beads. Beading thread, wire utter. Long nose pliers, crimps beads, super glue and closures to properly finish your necklace.  Determined your necklaces style. When considering which style of necklace, you’d like to create, think about factors such as length.  Select length. Measure your neck and then decide on a length. Take your tape measure and loop it around your neck while looking at yourself in the loops to se what you prefer.  Arrange the bead on a flat surface like table or a desk. Play with the beads, try different color variations.
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  2. How toCreate Earrings - Tools and Materials Needed:  Chain nose (round nose) pliers  Beading wire cutters  Needle nose pliers  Head pins  Earring hooks  Jump Rings  Beads Procedures: a. Select your beads and gather the earring hooks, head pins, needle nose and chain nose pliers. These tools and materials are all essential. See the picture for further detail. b. Arrange the beads the way you would like them, placing the bead you would like at the bottom on first and so on. c. With your pliers, bend the excess head pin over 90 degrees on both earrings. 4. With the steel cutting pliers, cut off the pin until it is only 1 cm long. Alternatively, attempt the "Jump Ring" Technique below: i. Follow instructions 1 to 3 as above but skip step 4 by not cutting the pin yet. ii. Bend the head pin all the way around, then wrap it several times around the pin where it just comes out of the bead. Cut the excess and tuck the end in so that it does not stick out. This creates a closed secure loop. iii. Open a ―jump ring‖ (basically a circle of wire that is not entirely closed) and slide on the head pin with beads and the earring hook. Close the jump ring securely. iv. When opening a jump ring, do not pull the ends apart directly away from each other (such that they are still in the same plane); this weakens the ring. Instead, slide one end past the other (perpendicular to the plane of the ring) to open, and slide back in the same manner to close. d. Get your earring hook and with the chain nose pliers, bend the head pin around in a circle. Notice
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  in the picturethat the pins are not bent all the way around. e. Slide the hook onto the half-bent pin and then bend the pin all the way around so there is no way the hook can slip off and earring fall apart. f. Congratulations! You have crafted your first handmade earrings! Note: For other Types of Earrings, you can search or watch videos on how to make those types. Explore to know more. 3.How to Create Bracelet Tools and Materials Needed:  Elastic beading string (if you have no bracelet clasps)  Beading string  Bracelet clasps  Beads  Ruler  Towel PROCEDURES: 1. Cut whatever string you are going to use about 10 inches, more if you have a bigger wrist. 2. Lay out the beads on a flat surface and make a design for your bracelet. 3. String the beads on the beading or elastic string until it is if you want. 4. When there is about 2 inches of string left on each side of the bracelet, you are ready to finish off the bracelet. 5. If you used elastic string, you could just knot the ends. If you used beading string, you are going to need to use bracelet clasps so you can take the bracelet on and off - knot the ends of the string around those holes on each side of the clasp. 6. Congratulations! You just made your first handmade bracelet! 4.How to Create Rings
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  Tools and Materials Needed: Lots of tiny beads (any color you like)  Nylon thread (15-20cm long  A pair of scissors PROCEDURES: a. Put three beads through the plastic thread. Bring these towards the middle of the thread length. b. Put a fourth bead through one end of the thread and cross that bead, passing the other end of the thread through it as well. c. Pull both ends of the thread outwards to bring all four beads together in a closed, flower-like formation. Now, put one bead through each end of the thread. d. Put another bead through one end of the thread and cross that bead with the other end of the thread as done in the previous step. e. Keep repeating step 3 till you achieve the desired chain- length for your ring. Close the ring by crossing the two ends of the thread through the first bead in the chain. f. Tie a couple of tight knots at the end of the last bead and cut away the excess thread. And it’s done! g. Congratulations! You just made your first handmade ring! 4.5 Application( 30minutes).This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own environment. Indicator #5, #6 and #7: The teacher will let the students Perform the Different Procedures use for Making Fashion Accessories. Students will be group into 4 groups. Group 1: Necklaces Group 2: Bracelets Group 3: Earrings (Pair) Group 4: Rings (2pcs. Different design) Direction: Create your own jewelry accessory with your desired color, size and shapes and then record your time spent in doing the performance in the beading session. Make use of the available tools and materials in your Fashion Accessory tool box.
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  Reminders: 1. Observe properuse of Tools and materials; 2.Work patiently in making fashion accessories 3. Be time conscious; and 4. Respect each other’s opinion in sharing your ideas. (RUBRICS FOR MAKING FASHION ACCESSORIES) 4.6 Assessment(_15__ minutes).For the Teacher to:a) Assess whether learning objectives have been met for a specified duration,b)Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods below: Assessment Method Possible Activities d) Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill or knowledge of content) Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and Post Test, Diagnostic Test, Oral Test, Quiz Indicator #9: The teacher will let the students answer individually the given exercises. Answer will be written on the given answer sheets. TEST I. Direction: Unjumbled the jumbled words. Write your answer on the space provided. ___________1. ADSEB ___________2. LIPER ___________3. TQUECEHIN ___________4. AIDINGRB ___________5. IWGRIN ___________6. GTNKOTNI
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  ___________7. OKOH ___________8. NKGTINTOLEDOUB ___________9. DINGBEA ___________10. TENEFRAS TEST II. Direction: True or False. Write the word TECHNIQUE if the sentence is correct and FALSE if incorrect. ___________1. Techniques in making fashion jewelry will give you additional information to create your own design. ___________2. Double knotting of the beads is used if you have bigger holes and make double knots to go between them. ___________3. Attaching fastener will make your accessory to start from beading. ___________4. In making a hook, you will use a round-nose plier to curve the wire. ___________5. The cutter is the most used tool in making fashion accessories. Checking of Answers: Answer Key: TEST I 1. BEADS 6. KNOTTING 2. PLIER 7. HOOK 3. TECHNIQUE 8. DOUBLE KNOTTING 4. BRAIDING 9.BEADING 5. WIRING 10. FASTENER TEST II 1. TECHNIQUE 2. TECHNIQUE 3. FALSE 4. FALSE
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  5. Remarks Indicatebelow special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. 6. Reflection s 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. Indicate below whichever is/are appropriate. A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation. E. Which of my learning strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Name: RIZZA MAE C. PELOMINO School: Bitoon National Vocational High School Position/Designation: SHS TEACHER II Division: Cebu Province Contact Number: 09633877942 Email address: [email protected] 5. TECHNIQUE 4.7 Assignment (___3_ minutes). Fill-in below any of the four purposes:  Reinforcing/strengthening the day’s lesson Indicators #2 : The teacher will give the students an assignment individually: Direction: Create your personalized portfolio for the compilation of the different methods and techniques/procedure in making fashion accessory. Write the step-by-step process on a short bod paper the (7) different methods and techniques you have learned and decorate with beads. 4.8 Concluding Activity (__3__ minutes). This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires the learners to do something to practice their new learning. Quote: Life has to be Accessorized!