lp dressmaking color scheme

1. La Castellana National High School
LESSON PLAN IN TLE – DRESSMAKING 7/8
May 19, 2022
Learning
Competency
LO 1. Obtain measurements
TLE_HEDM7/8ID0g-5
Content
Standard
The learner demonstrates understanding in carrying out measurements in
dressmaking/tailoring.
Performance
Standard
The learner independently carries out measurements and calculations based on job
requirements.
I. OBJECTIVE 2.10 Apply the principles of design and color harmonies
At the end of the lesson the student should be able to;
2.10.1 Identify the color schemes.
2.10.2 Discuss the color harmonies
2.10.3 Appreciate the significance of applying color schemes in the garments.
II. SUBJECT
MATTER
Color Schemes
A.
Concept/Ideas
Color Scheme
The beautyof anycolor scheme dependsuponhow well the colorsharmonize.To
harmonize,colorsmustappeartobelongtogether.
Color Scheme DEFINITION EXAMPLES
1. ONE-COLOR
HARMONY
(Monochromatic
color
the easiest
colorscheme
to follow is
one that uses
the same color
indifferent
valuesand
intensity.
dark blue suitwith
verydark blue
accessoriesanda
lightblue blouse
2. ADJACENT COLOR
HARMONY
or analogous color
harmony. Since theyare
neareach otheron the
colorwheel,neighbor
colorharmony.
Example:
blue,blue-greenandyellow
greenare nextto each other
on the colorwheel;
therefore,apleasing
adjacentcolorharmonymay
be made from them.

2. 3. COMPLEMENTARY
COLOR HARMONY
these are colorsthat are
opposite inthe color
wheel.Usingthese colors
may be verypleasing.
Types ofcomplementary
colors
a. Complementarycolors –
directlyoppositeinthe
colorwheel.
b. Splitcomplementary
colors– a variationof the
complementarycolor
scheme.Inadditiontothe
base color,it usesthe two
colorsadjacentto its
complement.
c. Triad - a color scheme
usescolorsthat are evenly
spacedaroundthe color
wheel.Triadiccolor
harmoniestendtobe
quite vibrant,evenif you
use pale or unsaturated
versionsof yourhues.
Example,redandgreen,blue
and orange,yellow and
violet.
Example:yellow,blueand
redviolet.
Example:green,violetand
orange
Example:red,yellow,and
blue
B. Materials 1. ComputerGeneratedPictures
2. Diagram/chart/tables
3. Internet
4. Projectorand Laptop
5. Activitysheets
6. Additional activity
C. References K to 12 basicEducationCurriculumTechnologyandLivelihoodEducationLearningModule
DressmakingGrade 7
https://m.youtube.com/watch?v=73axStGWP_Y

3. https://m.youtube.com/watch?v=HWtuUzOIDtU
https://decoart.com/blog/article/318/color_theory_basics_the_color_wheel
https://www.outfittrends.com
D. Value Focus Appreciate the importance of colorharmonyingarments
III. DEVELOPMENTAL ACTIVITY
TEACHERS ACTIVITY EXPECTED
ANSWERS/TEACHER
S NOTE
PRE- ACTIVITY ROUTINARYWORKS
1. Prayer
2. Greetings
3. Checkingof Attendance
4. House Rules
B. Review
1. What was our lessonyesterday?
3. What is the meaningof Principlesof designs?
2. Can you enumerate the 4principlesof designs?
Objective 2 (RPMS
PORTFILIO)
Used research-
based knowledge
and principles of
teaching and
learning to enhance
professional
practice.
Annotation: Provide
questions to assess
student’s prior
knowledge that can help
or hinder learning.
Annotation: Used a
brain teaser or challenge
question that engages
students while setting
them up for the main
instructional
component.
C. Motivation Present a video presentation
GuidedQuestions:
What ideacomesintoyourmindwhenyousaw the video?
ANNOTATIONS
The teaching
strategy I’ve
used applies
Behaviorism
which ought to
arrange
conditionsso
that my
studentscan
make response
to the video. It
makesthe
student incites
or react to what
they’ve watch.
To capture and
holdstheir
attentions, I
provided
guided
questions.
ANNOTATIONS
The teaching strategy I used applies Behaviorism
which ought to arrange conditions so that my
students can make response to the video. It
makes the student incitesor react towhat they’ve
watch. To capture and holds their attention, I
provided guided questions.

4. What doesthe videoimply?
Basedon the video,doyouexperience choosingyourclothes
accordingto its color?
INDICATOR 6
(COT)/Objective
7(RPMS PORTFILIO)
Maintained learning-
environments that
nurture and inspire
learners to
participate, cooperate
in continued learning.
Annotation: Students’
motivation determines,
directs, and sustains
what they do to learn.
D.
Presentation
Basedon the answersof your classmates,doyouhave an ideawhat
isour lessonfortoday?
Our Lessonfortoday isabout Color Schemes
E. Activity
Proper Settingstandards:
1. StrictlyNOborrowingof ball penandpaper
2. You are given 20 seconds to answereachitem
3. Readthe instructioncarefully.
4. Answeryouractivitysilently
ACTIVITY NO. 1
Direction:Know the meaningof the following. Choose the letterof
the correct answer.
Objective 2 (RPMS
PORTFILIO)
Used research-
based knowledge
and principles of
teaching and
learning to enhance
professional
practice.
Annotation: Used
minute/second papers
activity that create an
active learning
environment which
provides opportunities
for students to talk and
listen, read, write and
reflect. It also applies
what they learn are
learning and/or think
about what they are
learning as they are
learning”, Lubawy,2003
- Use in-class game to
engage students with
friendlycompetition.
INDICATOR 4 (COT)/
The easiest color
schemeto follow
is one that uses
the samecolor in
different values
and intensity.
They are near
each other on
the color wheel,
neighbor color
harmony.
These are colors
that areopposite
in the color
wheel. Using
these colors may
be very pleasing.

5. ACTIVITY NO. 2
Direction: Identify the different color scheme based on the pictures. Choose
the letter of the correct answer.
Objective 5 (RPMS
PORTFILIO)
Established safe and
secure learning
environment to
enhance learning
through the
consistent
implementation of
policies and guidelines
and procedures.
Annotation: The teacher
provides setting
standards and directions
to guide students in
performing the activities
INDICATOR 6
(COT)/Objective 7
(RPMS PORTFILIO)
Maintained learning
environments that
nurture and inspire
learners to
participate, cooperate
and collaborate in
continued learning.
-Annotation: The
teacher provides
engaging activity where
students perform with
groups. It helps them to
collaborate with their
peers and share their
knowledge and
understanding about the
topic.
F. Analysis  Basedon youractivity, whatiscolor scheme?
 What isthe meaningof colorharmony?
 What are the color harmoniesappliedinfashion?
Indicator 9
(COT(/Objective 10
(RPMS PORTFILIO)
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous group.
Annotation: The teacher
provides digital images for
native learners where it
shows native people
emphasizes the difference
between western and
indigenous worldview but
they also apply color
harmony thatused in
tandem to analyze the
1
.
.
2
.

6. events that resides in the
body ofan individual and
represents their culture.
G. Abstraction/
Generalization

 Show a video and ask students the following question:
 Howwouldyoudifferentiatethe typesof colorharmonyfromone
another?
 Imagine that you are a dressmaker or a designer, how is it
essential to apply color harmony in choosing your garments?
 Whydo we needto appreciate the importance of Colorscheme in
dressmaking?
Indicator 2 (COT)
/Objective 3 (RPMS
PORTFILIO)
Displayed proficient
use of mother
tongueFilipino and
English to facilitate
teaching and
learning.
(The teacher
contextualized the
question into
vernacular form)
-Ngaa kinanglan ta
hibaluon ang mga kinalain
lain nga duagnga
nagakabagay sa
bayo/panapton?
H. Applications PLAY TIME
Direction:Identifythe colorharmony basedon the colorwheel. Used
your fingerandspell the letterof the correctanswer.
INDICATOR 3
(COT)/Objective 4
(RPMS PORTFILIO)
Used effective verbal
non-verbal classroom
communication
strategies to support
learner
understanding,
participation,
engagement and
achievement.
-Annotation: the teacher
used finger to
spell the letter which
attract student s
attention and create
COMPLEMENTARY
COLOR HARMONY
MONOCHRONATIC
COLOR HARMONY
ADJACENT COLOR
HARMONY
ANNOTATIONS
I emphasize the
Existentialism in
this activity which
focuses on the
individual. They
can share their
ideas and
opinions without
hesitation
because I remain
non-judgmental
and take care not
to impose values.

7. Follow up question:
Why is it importanceof appreciate the significanceof applying color schemein
the garments?
Does the application of color harmonies in garment vary on different cultural
background and ethnic groups in the Philippines?
other form of
communication.
Indicator 7
(COT)/Objective 8
(RPMS PORTFILIO)
Applied arrange of
successful strategies
that maintain learning
environment to
motivate learners to
work productively by
assuming
responsibility for their
own learning.
Annotation: Used potent
intrinsicactivity helps
students by changing a bad
thought toa positive
thought,they cancreate
positive actions, andthat
positive acts will make
them feel better about
themselves.
INDICATOR 1
(COT)/Objective 1
(RPMS PORTFILIO)
Apply knowledge of
content within and
across curriculum
teaching areas.
(MAPEH 7 – Quarter 3,
Week 8, LAS Craft And
accessories /Philippines
Cultures)
Annotation: The indigenous
people in Maranao and
Maguindanao applied color
harmony that designed with
geometric patterns and Arabic
calligraphy that represents the
rural life of the people. They
used color scheme and apply
color harmony in their
garments.
IV.
EVALUATION
Direction: Identify the color harmonies applied on the garments. Choose your
answer inside the box. Write your answer in ¼ sheet of padpaper. Indicator 8
(COT)/Objective 9
(RPMS PORTFILIO)
Design adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
Monochromaticcolor harmony
Adjacentcolorharmony
Complementarycolorharmony
Splitcomplementarycolorharmony
Triad

8. 4
giftedness and
talents.
Annotation: When
giving an assessment or
an assignment, offer
students several forms
of material. It might an
outline on an overhead
as the teacher speak,
and also provide written
copies of the
assignments/materials
(in other words, provide
both verbal, written
versions and/or
projected on screen) it
helps student to grasp
the question intended to
them.
Indicator 8
(COT)/Objective 9
(RPMS PORTFILIO)
Design adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness and
talents.
Annotation: Let the
students be creative in
making their
assignment. To enhance
their talents the teacher,
provide different activity
and the student will
choose. The teacher also
provides criteria for the
activities. Through this it
helps student more
expressive and challenge
their selves in
unexpected ways.
V.
ASSIGNMENT
Direction:Make your own presentationthat shows the COLOR
SCHEME. Choose any activity below.
 Poster Slogan
 Tiktok content
 Composeda song/hugot lines
 Photo collage
Reference:
https://decoart.com/blog/article/318/color_theory_basics_the_colo
r_wheel
1 2 3
5
ANNOTATIONS
I apply the Existentialism in this lesson which focuses on
the individual. It helps students to understand and
appreciate themselves as unique individual with
responsibility trough their thoughts and actions. To
educate them to become whole person not just mind.
They can express their selves based on their experiences.
The provided Activity creates wide variety of option to
discover their potentials. Student’s ideas, opinions are
valid.

9. Reflection/
Instructional
Decision Year &
Section
Total
Number
of
Students
in Class
Total
Number of
Students
Who Took
the Test
Number of
Students Who
Got 75% &
Above
Number of
Students that
Needs
Remediation
Mastery
Level
Instructional
Decision
Prepared and submitted by:
LILY CATHYLENE B. ESTORIA
Teacher I
Reviewed and Checked by: Verified by:
MELMAR H. LACSON JAVEN S. SIOSAN
Focal Person/MT-1 Department Chairman