UNIT PLAN A.Y.

2018 – 2019

Subject Area: T.L.E 8 Quarter: 1 Unit No. 1

Unit Topic: DRESSMAKING/TAILORING No. of Days: 45 Days

STAGE 1: DESIRED RESULTS

STANDARD

The learner demonstrates understanding of: dressmaking/ Tailoring that human being tend to use it for
their daily lives. It also broaden learner’s knowledge in developing entrepreneurial capabilities and
socialization through the conduct of various outside activities for them to be called a globally competitive
individuals.

List of Topics for:

Day
1. Setting Standards
2. Basic concepts in dressmaking/tailoring (Subject Orientation and Introduction)
3. Relevance of the course
4. Career opportunities
5. Formative Assessment about the subject introduction (long quiz)
6. Oral Recitation (recap of the previous lesson ,throwing questions)
7. Assessment of personal entrepreneurial competencies and skills (PECs) vis-à-vis a
practicing entrepreneur/ employee
8. Parallel Structures (characteristics, attributes, lifestyle, skills, traits)
9. Analysis of PECs in relation to a practitioner
10. Formative Assessment on PECs
11. Key concept of environment and market
12. Products and services available in the market (Data gathering)
13. Scaffold 1:Presentation of Data ( Day 1)
14. Scaffold 2:Presentation of Data ( Day 2)
15. Assess learners on the data gathering information’s
16. Differentiation of product and services
17. Customers and their buying habits
18. Competition in the market
19. SWOT analysis
20. Presentation of the SWOT analysis guided by the teacher
21. Sewing tools and equipment
22. Body measurement in ladies and men apparel
23. Actual measurement with specific record to be done by the learners
24. Metric Conversion Chart
25. Formative Assessment (Computation)
26. Estimate appropriate quantities
27. Appropriateness of design according to:
28. Parallel Structures (age, customer preference, body physique,)
29. Parallel Structures (principles of design, color theory)
30. Introduction to the basic stitches
31. Formative Assessment (essay form)
32. Machine operation, Lower and upper threading of sewing machine
33. Common sewing machine troubles and its remedies
34. Quality of stitches and tensions
35. Sewing machine and its troubles and remedies
36. Care of sewing machine
37. Hazards and risks identification and control
38. Organizational safety and health protocol
39. Contingency measures and procedures
40. Review
41. Review
 42. Pre-test
43. 1st Periodical Exam
44. 1st Periodical Exam
45. 1st Periodical Exam

TRANSFER GOAL

The Notre Dame of Upi Inc. learners in the long run and on their own will be able to:

Perform dressmaking/tailoring particularly on body measurement, fabric selection and the basic
sewing operation (hand and machine) that will enhance their skills on livelihood education for life-
long purpose.

CLUSTERED PT: Dressmaking/Tailoring; Lead Subject: Technology and Livelihood Education

ESSENTIAL QUESTIONS ESSENTIAL UNDERSTANDING

1. How does sewing (hand and
machine) contribute to the needs 1. Students will learn the basic procedure in
of the people? sewing and will be applied to their daily lives.
2. How can the sewing job 2. The students will understand the carrying out
requirements be correctly mensuration and calculation of sewing garments
accomplished? depend on the sewing job requirements.
3. How does sewing job extend on the 3. The students will understand to sell and promote
promotion of entrepreneurial aspect their accomplished sewing products like garments to
of a person? the market.
4. How does SWOT analysis improve 4. The Students will understand solving problems
the problem solving capabilities of a through determining the different factors using
person? SWOT analysis.

KNOWLEDGE SKILLS
1. Basic concepts in
dressmaking/tailoring (Subject 1. Explain basic concepts in dressmaking/tailoring
Orientation and Introduction) 2. Discuss the relevance of the course
2. Relevance of the course 3. Explore on opportunities for dressmaking/
3. Career opportunities tailoring as a career
4. Assessment of personal 4. Assess one’s PECs: Characteristic, attributes, lifestyle,
skills, traits
entrepreneurial competencies
5. Assess
and skills (PECs) vis-à-vis a Practitioners attributes, lifestyle, skills, and traits.
practicing entrepreneur/ 6. Compare one’s PECS with that of a
employee practitioners/entrepreneur.
5. Parallel Structures (characteristics, 7. Align one’s PECS with that of a practitioner/ entrepreneur
attributes, lifestyle, skills, traits) 8. Generates a business idea that relates with a career
6. Analysis of PECs in relation to a choice in dressmaking.
practitioner Conduct SWOT analysis.
7. Key concept of environment and 1.1. 9. Identify the different products/services available in the
market market.
8. Products and services available in1.2. 10. Compare different products/services n computer
the market (Data gathering) hardware servicing business.
9. Scaffold 1:Presentation of Data 11. Determine the profile, potential customers
( Day 1) 12. Determine the profile potential competitors.
10. Scaffold 2:Presentation of Data 13. Generate potential business idea based on the SWOT
( Day 2) analysis.
11. Differentiation of product and 14. Identify sewing tools and equipment and their uses.
services 15. Classify sewing machines.
12. Customers and their buying habits 16. Describe uses of sewing tools
13. Competition in the market 17. Obtain measurements
14. SWOT analysis 18. Select appropriate measuring tools
15. Sewing tools and equipment 19. Take accurate boy measurements.
16. Body measurement in ladies and 20. Read and record required measurements
men apparel 21. Perform simple calculation.
17. Metric Conversion Chart 22. Applied the systems of measurements.
18. Estimate appropriate quantities 23. Perform simple calculations based on the job
 19. Appropriateness of design requirement.
according to: 24. Demonstrates accurate reading measurements.
20. Parallel Structures (age, customer 25. Estimate appropriate quantities.
preference, body physique,) 26. Read and interpret specifications of product
21. Parallel Structures (principles of designs
design, color theory) 27. Assess the appropriateness of design based on
22. Introduction to the basic stitches the client’s features.
23. Machine operation, Lower and
28. Read specifications.
upper threading of sewing 29. Apply the principles of design and color harmonies.
machine 30. Operate machine and assess its performance.
24. Common sewing machine
31. Observe proper handling and cleaning of the
troubles and its remedies machine.
25. Quality of stitches and tensions
32. Identify correct procedures in machine operation.
26. Sewing machine and its troubles
33. Resolve common machine troubles
and remedies 34. Clean and lubricate machine
27. Care of sewing machine
35. Observe regular cleaning of machine
28. Hazards and risks identification
36. Follow the safety procedure in machine cleaning.
and control 37. Perform regular maintenance schedules.
29. Organizational safety and health
38. Identity and evaluate hazards and risks
protocol 39. Explain workplace hazards and risks.
30. Contingency measures and 31. 2 Identifying hazards and risks in the workplace.
procedures 32. Explain the causes of hazards and risks.

STAGE 2: ASSESSMENT EVIDENCE

HOME- ECONOMICS
DRESSMAKING

K TO 12 BASIC EDUCATION CURRICULUM

CLUSTERED SUBJECTS: DRESSMAKING LEAD SUBJECT: T.L.E

The barangay out of school youth is establishing an income generating project that will focus on the
livelihood education. This project implemented by the Department of Social Welfare and Development
which aims to guide and assist the non-schooling young people and finding possible alternative source of
income. The IGP mainly focus on dressmaking; ladies blouse, skirts, men’s polos and the like. All
products will be sold to the market located in their place.
GOAL: to promote the products made by the Out of school youth students as part of their income
generating project and gain additional source of income as well as promoting livelihood program to
others.

ROLE:
Coordinator Team leader Auditor seller workers Investor
To make a To spearhead in the Audits the Responsibl The most The
coordination making of IGP’s in income e in selling important Barangay
among all certain area or from the the members Officials,
members. cluster/ barangay IGP that products of the and the
has been every organizatio DSWD
sold. market n. They are
day. responsible
on the
output and
the
products to
be sold in
the market

AUDIENCE: community, investors, stock holders, companies

SITUATION: The barangay is establishing an income generating program among the Out of School
youth.

PRODUCTS:
Coordinator Team leader Auditor seller workers Investor
Proper Became a Well edited Products Knowledge Profit rises,
coordination to responsible leader accounts. sold at a on the trust and
eliminate with understanding. high project confidence
communication quality. accelerate, towards the
gaps among the The Performing clients was
members. entreprene good in the developed.
urial ability society,res
was ponsible
promoted. citizen

STANDARD

RUBRIC

Criteria Exemplary (4) Satisfactory (3) Developing (2) Beginning (1)

Contents are Contents partially
Contents do not
reflective and Contents are reflect the theme.
reflect the theme.
comprehensive. theme-based. Facts are partially
Facts are
Facts are Facts are organized. The
Content disorganized/less
effectively organized. members
participation
organized. Added Members well participated yet
among the
discipline and with participated locked in terms of
members.
values integration ideas.
The output shows
The output shows
significant The output shows The output is
few relevance to
relevance to the relevance to the irrelevant.
the theme.
Relevance theme. theme. Concepts Concepts are not
Concepts are
Concepts are are aligned to the aligned to the
partially aligned to
highly aligned to theme. theme.
the theme.
the theme.

Dramatization/role Dramatization/ Dramatization/ Dramatization/

Presentation playing effectively role playing are role playing role playing
organized. organized partially done. poorly done.

The output
The output is The output
conforms to half
encompassing follows the The output
of the standards
Effectiveness and interesting standards and is doesn’t achieve
and is partially
and is consistent consistent to its its goal.
consistent to its
to its purpose. goal.
aim.
The output shows
high level of The output shows The output shows The output shows
Creativity creativity with creativity and minimal creativity no creativity and
exemplar cooperation. and cooperation. cooperation.
cooperation.

Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy,

Self-Knowledge

Other Evidence: (Diagnostic, Formative and Summative)

 Pre-Assessment

1. Brainstorming
2. KWL-what the learners know about the course
3. Internet research
4. Talk show
5. Compare and Contrast
6. Observation
7. Recitation (throwing questions)

Formative Assessment

1. Data Analysis 8. Role Play

2. Graphic Organizer 9. Research
3. Essay 10. Interview
4. Checklist 11. Actualization
5. Drawing 12. Computation
6. Case analysis 13. Calculation
7. Performance task 14. Video Analysis
15. Drawing/Sketching

Summative Assessment

1. Essay
2. Graphic organizer
3. Calculation
4. Computation
5. Problem solving
6. Poster making
7. Role Playing
8. Survey Analysis

Prepared by: Checked By: Noted by: (Optional)

Date _______________ Date ____________________ Date _____________________