Tle he handicraft

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Home Economics – Handicrafts II
TEACHING GUIDE
Home Economics - Handicrafts II
General Standard: The learner demonstrates understanding of his/her PECs, the
environment and market, as well as the process and delivery of
quality hand weaving and textile-based handicrafts (soft toys, fabric
painting/ printing) products.

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Quarter 1 : Handloom Weaving Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs) such as characteristics,
attributes, lifestyles, skills, traits, etc. in producing handloom
weaving products.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Performance Standard:
The learner prepares an activity plan that aligns his/her PECs of
successful practitioner/entrepreneur as a handloom weaver of
cloth.
Essential Understanding(s):
Aligning one’s PECs of successful practitioner/entrepreneur
helps ensure success in a chosen career.
Essential Question(s):
How does one ensure success in a chosen career?
Learners will know:
• Personal competencies
- Characteristics/Attributes/Traits
- Lifestyles
- Skills
• 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

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Stage 2
Product or Performance Task:
Plan of action, based on PECs,
addressing one’s areas of development
and areas of strength.
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
Explanation: Describe their PECs
focusing on strengths and development
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Criteria:
a. Valid
b. Relevant
Evidence at the level of performance
Assessment of the plan of action based
on the following criteria:
1. Comprehensiveness
2. Appropriateness of strategies in terms
of addressing personal areas of
development and improving one’s
areas and strength.
3. Doability

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c. Plausible
d. Sensitive
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in
handloom weaving.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Teaching - Learning Sequence:
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she
may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in the production of handloom weaving products.
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
interpret the results of PECs.
• Ask EQ to draw out the 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 during the
FIRMING UP.
2.
• In order to their understanding, learners may be asked to work individually or in groups in collecting information about how
entrepreneurs engaged in the production of handloom weaving products succeeded. Some suggested activities: interview
with successful entrepreneurs, 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 handloom weaving products 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
handloom weaving products succeed in their chosen field. Refer students to their answers posted on the wall.

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• Process learners learning and check it against EU.
• Check learners’ understanding against the content standard.
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 : Handloom Weaving Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
The learner demonstrates understanding of the environment
and 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
The learner formulates a business idea based on the analysis of
the immediate environment and market.
The needs and wants of the target market and industry help
determine the product to be produced and/or service to be
offered.
One’s choice of entrepreneurial activity is influenced by the
needs and wants of the consumers.
Seeking and responding effectively to a business opportunity
are the bases for starting and maintaining a successful
business venture.
How does one determine the needs and wants of the target
market and industry in the municipality/city?
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 sewing polo shirts
• Products/services that satisfy the needs and wants of
target consumers
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
• Prepare SWOT analysis
• Formulate an action plan on business opportunity
• Formulate a business idea from data analysis

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Stage 2
Formulation of a business idea based on
the analysis of the immediate environment
and market
Explanation: Explain the importance of
the immediate environment and market in
identifying business opportunities in the
production of handloom weaving
products.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in the production of
handloom weaving products.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from data analysis of the production of
Criteria:
a. Appropriate
b. Innovative
c. Practical
Assessment of formulated business idea
based on the following criteria:
• Profitable
• Feasible
• Practical
• Responsive to consumer needs
and wants
• Innovative

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Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for the
production of handloom weaving
products.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a municipality/city.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to the production of
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be
considered as business opportunities. Identifying the needs of the municipality/city, 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
• Guide the learners in assessing their prior knowledge on environment and market for the production of handloom weaving
products as an entrepreneurial 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 handloom weaving products
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 the
production of handloom weaving products.
2.
• Lead learners in analyzing the assessment conducted on the environment and market in the immediate municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries in the immediate
municipality/city.
• Guide learners in making a graphical presentation of the information on the production of handloom weaving products 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
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.

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3. DEEPEN
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity related to the production of handloom weaving products.
• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business 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.
• Assess the learner’s 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

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Quarter 1 : Handloom Weaving Topic: Hand weaving a Cloth Time Frame: 35 days
Stage 1
Content Standard:
• The learner demonstrates understanding of basic
concepts and principles underlying the process and
delivery of handloom weaving products.
-Preparation of the Project Plan
-Following process flow with consideration for the 4Ms
(manpower, materials, machines, methods) of
production in handloom weaving
-Evaluation of handloom weaving products
-Cost of production
-Pricing of products
-Packaging and marketing of products
• The learner produces marketable original/new products
following the basic concepts and principles underlying the
process and delivery of handloom weaving products.
• Applying the basic concepts and principles underlying
the processes and delivery of marketable handloom
weaving products ensure marketability of finished
products.
• Why do we need to understand the basic concepts and
principles underlying the process and delivery of handloom
weaving?
• What is the role or significance of handloom weaving in our
daily lives?
• Why has handloom weaving existed for centuries in our
country and survived the competition of manufactured
fabrics in the Philippine market?
Learners will know:
• History of handloom weaving
• Hand weaving terms
- tools and equipment
- hand weaving processes
• Describe/identify hand weaving areas that have developed
in the community
• Identify the technical aspects of the skills – design,
materials and equipment/tools
• Apply proper care of tools and equipment

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- hand weaving fabrics
• Production process in hand weaving
- Preparation of the Project Plan
- Estimate of the fabric to be woven
- Estimate of yarn needed to weave the fabric
- Preparation of the yarn
- Preparation of the equipment and tools
Dressing the loom
Preparation to weave
Actual weaving of the cloth
Removing the fabric from the loom
Care of tools and equipment
- Record Keeping
Times logged for each stage of work
Total hours of labor
Cost of loom and its depreciation
Cost of yarn
- Computation of cost of production
- Computation of selling price
- Evaluation of the finished product
- Packaging and marketing
Strategies
Advertisement
• Perform the entire process flow in handloom weaving to
produce a project
• Prepare tools, equipment and yarn for hand weaving
activity
• Perform actual loom weaving of the fabric
• Record data needed in the activity
• Compute the cost of production and selling price
• Evaluate quality of finished products
• Design packaging for marketing of the finished product
• Determine how to market the woven products

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Stage 2
• Marketable original/new handloom
weaving products using
appropriate methods
• Demonstration of the process in
the preparation of marketable
handloom weaving products
Explanation: Explain the basic concepts
and principles underlying the process and
delivery in handloom weaving products
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Show the significance of
the process and delivery in handloom
weaving products.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Application: Demonstrate the procedure
in the production of handloom weaving
products.
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Compare and contrast the
process flow among the different
techniques in handloom weaving.
Criteria:
a. clear
Assessment of handloom weaving
product based on the following:
• marketability (quality, appearance,
price)
• originality (value-added
uniqueness)
• Compliance to standards (tools,
equipment, materials)
• Application of procedure
• Observance of work habits
• Speed and Time

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b. concise
c. appropriate
Empathy: Share their thoughts on how it
feels to have low gains and returns in
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their
knowledge in producing marketable
a. level of confidence
b. insightful
c. reflective

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Stage 3
Handicraft has great implications on human life in aspects of motor control, organizing and regulating systems, attitudes and
values. Education should endeavor to inculcate appreciation and love of products of the hands particularly those related to our
daily lives.
1. EXPLORE
• Guide learners to activate prior knowledge and skills which serve as springboard to handloom weaving activities.
• Recall characteristics of fabric materials revealed in market scanning – for embroidery lessons.
• Look into indigenous hand weaving of Ilocanos, Yakans, Igorots and Visayans.
• Clarify goals and expectations and how learning shall be assessed at the level of understanding and performance.
• Encourage learners to share experiences related to the new lesson.
• Encourage learners to ask questions that shall lead to active participation in class.
2. FIRM UP
• Invite a handloom weaver to demonstrate handloom weaving.
• Better yet visit a handloom weaving industry with the classs for familiarization with the handloom weaving activity.
• Encourage learners to validate their responses to the essential questions and essential understanding.
• Encourage learners to view samples of handicraft products made from hand-woven fabrics.
• Help learners identify hand weaving by different natives of the country.
3. DEEPEN
• Interest the learners into deciding possible hand weaving projects which can be done in class—
- a placemat or doily 12”x14” with fringes
- a piece which can be made from a fabric 12”x14” cloth
- a table runner 12”x36”
- a fabric 12”x!6” for small items like cell phone pouch, eyeglass case or coin purse
• Make the learner prepare a Project Plan: describing with drawings of product items to be made, colors of yarns to use
• Allow learners to express their essential understandings and questions
• Allow the learners to devise and finalize the Project Plan

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4. TRANSFER
• Guide learners in making correct estimate of yarns to use.
• Guide learners in the performance of correct production process.
• Guide learners in executing correct handloom weaving techniques and processes
• Guide learners in the correct evaluation or assessment of finished products
• Require learners to display/exhibit finished woven product.
RESOURCES (Website, Software, etc.)
• Library (books, manuals, magazines)
• Idea file
• Portfolio
• Hand weavers
• Handicraft industry owners
• Textbook: Industrial Technology Handicrafts II by Lydia B. Arribas
Materials/Equipment Needed:
• By-ways of hand weaving tools and equipment
-inkle looms
-hand weaving cards
-lap loom frames
-weave-it frames
-Lease sticks
-belt shuttles

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Quarter 2 : By-Ways of Handweaving Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in producing handweaving
products
and power clusters.
The learner prepares an activity plan that aligns his/her
PECs of successful practitioner/entrepreneur as a hand weaver
of by-ways of handweaving.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

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Stage 2
and areas of strength
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas and strength.
3. Doability

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c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in
handweaving products.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Ask learners to identify people in the municipality/city who are successful in the production of handweaving products.
Character
Attribute
Lifestyle
Skills
Traits
• 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 during
the FIRMING UP.
3.
entrepreneurs engaged in the production of handweaving products succeed. Some suggested activities: interview with
successful entrepreneurs engaged in the production of short pants, inviting successful entrepreneurs as resource persons in
class, video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in the production of handweaving products using the following aspects:
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of
handweaving products succeed in their chosen field. Refer students to their answers posted on the wall.

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3. DEEPEN
4. TRANSFER
• Scripts

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Quarter 2 : By-Ways of Handweaving Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for by-ways of handweaving as an entrepreneurial
career.
• Key Ideas
• Key Processes
- SWOT analysis
offered.
business venture.
Learners will know:
• Existing industry related to handweaving
target consumers
• SWOT analysis

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Stage 2
and market
production of handweaving products.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of
handweaving products
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Criteria:
a. Appropriate
b. Innovative
c. Practical
• Profitable
• Feasible
• Practical
and wants
• Innovative

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Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of
handweaving products
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for the production of handweaving
products as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate
• Have the learners assess his/her immediate environment and market for the production of handweaving products to
Interview guide;
Checklist, etc.
SWOT analysis
2. :
• Lead learners in analyzing the assessment conducted on the environment and market in the municipality/city.
• Assist learners in conducting a town/city 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 handweaving products as a result
of the data-gathering activity such as: interview, survey, community mapping, etc.,

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3. DEEPEN.
he/she was able to seize a business opportunity related to the production of short pants.
business ideas.
• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2)
4. TRANSFER
• Textbooks
• KAB Modules

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Quarter 2 : By-Ways of Handweaving Topic: Weaving Small and
Narrow Fabrics
Time Frame: 35 days
Stage 1
Content Standard:
• The learners demonstrate understanding of basic
delivery of the by-ways of hand weaving
• Preparation of the Project Plan
• Following correct process flow with consideration of the
4Ms (manpower, materials, machines and methods) of
production
• Record keeping
• Computation of cost of production
• Computation of selling price
• Evaluation of finished product
Packaging and marketing: strategies and advertisement
The learner:
• Produces marketable/new products according to basic
concepts and principles underlying the processes and
delivery of the by-ways of hand weaving
• Observes correct process flow in production of products in
the by-ways of hand weaving, namely:
- Inkle weaving
- Lap loom weaving
- Back strap weaving
- Spool weaving
- card weaving
- Weave-it weaving
- Card board weaving
- Tube weaving
the processes and delivery of marketable by-ways of
hand weaving products significantly increase the
marketability of finished products.
• What is hand weaving?
• Identify the methods and procedures common to all
methods of hand weaving
• How does the method of hand weaving affect the kind of
fabric product?
• How does the kind of yarn used for weaving affect the
quality of the fabric produced?

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Learners will know:
• History/origin/beginnings of the by-ways of hand
weaving: inkle weaving, card weaving, tap loom
weaving, weave-it weaving, back-strap weaving, card
board weaving, spool weaving, and tube weaving.
• Tools and equipment (fabrication of equipment and tools
by way of recycling
• Proper care of tools and equipment
• Materials needed
• Use/application of the finished woven products.
• Preparation of the project plan for the application of at
least two or three techniques of the by-ways of hand
weaving
• Production of the woven product
• Evaluation of the finished product
• Computation of cost of production
• Packaging of the finished product
Promotion/marketing of the finished product
• Identify each of the by-ways of hand weaving and match
product design appropriate to each of the finished woven
fabric.
• Fabricate tools and equipment for some of the by-ways of
hand weaving
• Take good care of tools and equipment
• Compare quality of fabrics woven from each kind of yarn
• Choose from among product items which can be made
from the woven fabrics.
• Prepare the project plan.
• Make estimate of yarn required.
• Prepare score card for evaluating woven products
• Collect and record hand weaving data
• Compute cost of production.
• Compute selling price.
• Choose appropriate way of preventing/packaging woven
product.
• Determine how to market product.
Stage 2
• Quality and marketable
products of the by-ways of hand
weaving – maybe woven fabric by:
-Inkle weaving
-card weaving
-tap loom weaving
-back-strap weaving
-weave-it weaving
-card board weaving
-spool weaving
-tube weaving
delivery in the production of the by-ways
of handweaving products.
Criteria:
a. clear
b. comprehensive
Assessment of the products of the by-
ways of handweaving based on the
following:
price)
uniqueness)

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• Demonstration of the process in
the preparation of products from
the by-ways of hand weaving
c. concise
the process and delivery in the products
of the by-ways of handweaving.
Criteria:
a. meaningful
b. iIllustrative
c. significant
in the production of the products of the by-
ways of handweaving.
Criteria:
a. appropriate
b. practical
c. effective
techniques in the by-ways of
handweaving.
Criteria:
a. clear
b. concise
c. appropriate
feels to have low gains and returns in the
products of the by-ways of handweaving.
Criteria:
a. sensitive
b. responsive
c. tactful
• Speed and Time

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knowledge in producing marketable
b. insightful
c. reflective
Stage 3
Weaving is the interlacing of material yarns called warp and horizontal yarns called weft at right angle. The product is a
cloth or fabric which is produced by using a handloom. In the absence of a handloom hand weaving is still possible by many other
ways such as Inkle weaving, card weaving, lap loom weaving, weave-it weaving, back-strap weaving, card board weaving, spool
weaving and tube weaving.
1. EXPLORE
• Challenge the learners to think and create some other ways of making a cloth possible.
• Guide the learners to identify distinguishing features of hand loom weaving which can be similarly formed by the other ways.
• Caution the learners to limit the sizes of the woven fabric into clips, bands, narrow and small bits of fabric
• Revisit the sample collection of fabric for review of miscellaneous fabrics
2. FIRM UP
• Guide the learners to choose two or three techniques of hand weaving by-ways for product development
• Guide the learners to prepare the project plan
• Motivate the learners to collect samples of yarns which can be possibly used for preparing the projects
• Guide the learners to look into the availability and readiness of the required tools
• Engage the learner into the fabrication of some tools like weaving frames and shuttles
3. DEEPEN
• Encourage the learners in preparing schedule in the development of the products starting with simplest and easiest tasks
• Encourage the learners in starting promptly with work and remember to keep a record of important data such as amount and
cost of yarns used and record working time for each project
• Encourage the learners in writing anecdotal records and procedures about each technique undertaken

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• Guide the learner in creating product designs for the woven fabric of each project
• Encourage the learners in developing ideas on how to improve the techniques for product development
4. TRANSFER
• Guide the learners in producing quality and marketable products with new or original product designs
• Make certain that learners are able to meet the objective of the product development at the level of understanding and
performance
• Require learners to display or exhibit finished product
• Require learners to prepare an idea file in handloom weaving and in the by-ways of hand weaving
• Guide learners in developing design product for the finished woven fabrics
• Idea file
• Portfolio
• Hand weavers
Materials/Equipment Needed:
• By-ways of hand weaving tools and equipments
-inkle looms
-hand weaving cards
-lap loom frames
-weave-it frames
-Lease sticks
-belt shuttles

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Quarter 3 : Textile-based Handicraft Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in producing fabric
printing/painting
and power clusters.
successful practitioner/entrepreneur as textile printers.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

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Stage 2
areas.
Criteria:
d. Clear
e. Comprehensive
f. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas and strength.
3. Doability

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c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in fabric
painting/printing.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in the production of fabric painting/printing
Character
Attribute
Lifestyle
Skills
Traits
Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during
the FIRMING UP.
4.
entrepreneurs engaged in the production of fabric painting/printing succeed. Some suggested activities: interview with
successful entrepreneurs engaged in the production of fabric painting/printing, inviting successful entrepreneurs as resource
persons in class, video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in the production of fabric painting/printing using the following aspects:
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of fabric
painting/printing succeed in their chosen field. Refer students to their answers posted on the wall.

37
3. DEEPEN
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER
• Scripts

38
Quarter 3 : Textile-based Handicraft Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for textile-based handicraft as an entrepreneurial
career.
• Key Ideas
• Key Processes
- SWOT analysis
offered.
business venture.
Learners will know:
• Existing industry related to textile-based handicrafts
target consumers
• SWOT analysis

39
Stage 2
and market
production of fabric painting/printing.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of fabric
painting/printing.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
fabric painting/printing.
Criteria:
a. Appropriate
b. Innovative
c. Practical
• Profitable
• Feasible
• Practical
and wants
• Innovative

40
production of fabric painting/printing.
Criteria:
a. Valid
b. Relevant
c. Insightful
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of fabric
painting/printing.
Criteria:
a. Reflective
b. Insightful
c. Objective

41
Stage 3
1. EXPLORE
• 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 appropriate
• Have the learners assess his/her immediate environment and market for the production of fabric painting/printing to
Interview guide;
Checklist, etc.
SWOT analysis
production of pleated and one-piece skirt.
2.
• Lead learners in analyzing the assessment conducted on the environment and market in the municipality/city.
municipality/city.
• Guide learners in making a graphical presentation of the information on the production of fabric painting/printing as a result
of the data-gathering activity such as: interview, survey, town/city mapping, etc.,

42
3. DEEPEN.
he/she was able to seize a business opportunity related to the production of fabric painting/printing.
business ideas.
4. TRANSFER
• Textbooks
• KAB Modules

43
Quarter 3 : Textile-based Handicraft Topic: Fabric Painting/Printing Time Frame: 35 days
Stage 1
Content Standard:
• The learners demonstrate understanding of basic
delivery of product of fabric painting/printing.
• Following correct process flow of production
-Making the project plan
-Application of the 4Ms
-Evaluation of the products
-Computation of the cost of product
-Computation of the selling price
• Packaging and marketing of products
The learner:
• Produces marketable original/new products according to
basic concepts and principles underlying the processes
and delivery of products made by fabric painting/printing,
namely:
-stenciling
-silk-screening
-block printing
-tie-and-dye
the processes and delivery of products by fabric
painting/printing
• Creation of fabric designs for painting/printing
• Harmonizing paint and dyes with fabric
• What is the role of fabric painting/printing in everyday life?
• Would you consider fabric a textile?
• What is the difference between painting and printing?
• In what ways can the skills in fabric painting/printing be
useful in enhancing family financial resources?
Learners will know:
• History/origin/beginnings of fabric painting/printing
• Fabric painting/printing techniques
-stenciling
-silk screening
-block printing
-tie-and-dye
• Fabric painting/printing design techniques and
materials
• Techniques relative to decorative patterns
produced
• Identify each fabric painting/printing technique
• Execute the fabric painting/printing technique either for
project development purposes or for idea file sample
• Gather market information about fabric suitable for each
painting/printing technique
• Prepare project plan for product development.
• Follow correct process flow
• Construct evaluation tool and evaluate finished products
• Compute cost of production
• Compute selling price
• Prepare concept for presenting finished product to

44
• Preparation of the project plan for two fabric
painting/printing techniques
• Production process
• Evaluation of the products
• Evaluation of the cost of production
• Packaging and marketing of the products
consumers
• Make recommendation on how to market finished products
Stage 2
• Marketable original/new
products of fabric
painting/printing by
-stenciling
-silk screening
-block printing
-tie-and-dye
• Demonstration of processes in
the preparation of marketable
products of fabric
painting/printing
understanding by covering the six (6) facets of
understanding:
Explanation: Explain the basic concepts and
principles underlying the process and delivery in
the production of fabric painting/printing
products.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Show the significance of the
process and delivery in the products of fabric
painting/printing.
Criteria:
a. meaningful
b. iIllustrative
Assessment of fabric painting/printing
products based on the following:
• marketability (quality,
appearance, price)
uniqueness)
• Speed and Time

45
c. significant
Application: Demonstrate the procedure in the
production of fabric painting/printing products.
Criteria:
a. appropriate
b. practical
c. effective
process flow among the different techniques in
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Share their thoughts on how it feels
to have low gains and returns in the production
of fabric painting/printing products.
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their knowledge
in producing marketable fabric painting/printing
products.
b. insightful
c. reflective

46
Explanation
Explain the basic concepts and principles
underlying the process and delivery of fabric
painting/printing
Criteria:
• Clear
• Comprehensive
• Scientific basis

47
Stage 3
Human nature is the strongest motivation for the existence of fabric painting/printing techniques. Human desire for self-
expression, the desire for individuality without looking different from others, the desire of belonging to a group are only some of the
time-honored reasons why people cannot simply wear all the time white or plain colored T-shirts without shifting to those with
painted or printed designs.
1. EXPLORE
• Recall to the learners the fabric hand woven products and to observe that the products may only be plain, chambray, checks
or plaids. On the other hand, paints and prints can be applied to the fabric.
• Present to the learners samples of fabrics printed by stenciling, silk screening, block printing and tie-and-dye.
• Encourage the learners to ask questions which can lead to the selection of techniques for product development.
2. FIRM UP
• Guide the learners in choosing what to undertake between the two techniques of painting/printing.
• Encourage the learners to determine fabric items which can be easily adapted to painting/printing.
• Help the learner to differentiate between painting and printing techniques.
• Clarify to the learner that such applied design patterns may be made in fabric items such as hand towels, pillow cases,
aprons, T-shirts, table cloths, doilies, blouses, skirts, table napkins, handkerchief and the like.
• Require the learner to prepare a project plan for each technique chosen.
3. DEEPEN
• Guide the learner in working through the correct process flow for each product – relation of the decorative pattern based on
the requirements of the technique
-selection of the product item where to apply the print

48
-preparation of the tools required for the task
-deciding the colors to be used
-applying the paint/print
-drying the paint/print
-setting the color print
• Guide the learners to observe and take note of the resources of the fabric painting/printing techniques
• Allow learners to determine the different application of the painting/printing techniques.
4. TRANSFER
• Encourage learners to compare design quality produced by each painting/printing technique
• Require learners to produce marketable quality painting/printing designs.
• Assist learners in evaluating finished products.
• Require learners to display/exhibit products.
• Require learners to make suggestions on how the techniques can be developed for entrepreneurial activity.
• Idea file
• Portfolio
• Hand weavers

49
Materials:
• Stencils
• Nu-film
• Acetone
• Wok
• Denatured alcohol
• Textile paints
• Textile printing ink
• Masking tape
• Stapler and staples
• Hot dyes
Tools and Equipment Needed:
• Brayer
• Squeegees
• Paint spatulas
• Glass slab
• Printing blocks
• Stencil brushes
• Silk screening frames
• Sauce pans
• Basins
• Stencil cutters
• Silk screens
• Stove/burner

50
Quarter 4 : Textile-based Handicraft Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
Entrepreneurial Competencies (PECs) such as
characteristics, attributes, lifestyles, skills, traits, etc. in
producing soft toys
Analysis and interpretation of PECs by achievement,
planning and power clusters.
successful practitioner/entrepreneur as soft toys maker.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

51
Stage 2
areas.
Criteria:
d. Clear
e. Comprehensive
f. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
Assessment of the plan of action based on
the following criteria:
2. Appropriateness of strategies in terms of
addressing personal areas of
development and improving one’s areas
and strength.
3. Doability

52
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in soft toy
making.
Criteria:
a. Reflective
b. Insightful
c. Objective

53
Stage 3
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in the production of soft toys.
Character
Attribute
Lifestyle
Skills
Traits
Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited
during the FIRMING UP.
2.
entrepreneurs engaged in the production of soft toys succeed. Some suggested activities: interview with successful
entrepreneurs engaged in the production of soft toys, inviting successful entrepreneurs as resource persons in class, video
documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in the production of soft toys 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 soft
toys succeed in their chosen field. Refer students to their answers posted on the wall.

54
3. DEEPEN
4. TRANSFER
• Scripts

55
Quarter 4 : Textile-based Handicraft Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for soft toys making as an entrepreneurial
career.
• Key Ideas
• Key Processes
- SWOT analysis
offered.
Seeking and responding effectively to a business
opportunity are the bases for starting and maintaining a
successful business venture.
market and industry in the immediate municipality/city?
Learners will know:
• Existing industry related to soft toys making
target consumers
• SWOT analysis

56
Stage 2
Formulation of a business idea based
on the analysis of the immediate
environment and market
production of soft toys.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of soft
toys.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
soft toys.
Criteria:
a. Appropriate
b. Innovative
• Profitable
• Feasible
• Practical
and wants
• Innovative

57
c. Practical
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of soft
toys.
Criteria:
a. Reflective
b. Insightful
c. Objective

58
Stage 3
considered as business opportunities. Identifying the needs of the municipality/city, 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
• Guide the learners in assessing their prior knowledge on environment and market for the production of soft toys as an
entrepreneurial 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 soft toys to determine the
existing industries, needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
Web-based
SWOT analysis
2.
• Lead learners in analyzing the assessment conducted on the environment and market in the immediate municipality/city.
locality.
• Guide learners in making a graphical presentation of the information on the production of soft toys as a result of the data-
gathering activity such as: interview, survey, town/city mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market
for soft toys.
3. DEEPEN

59
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the
manner he/she was able to seize a business opportunity related to the production of soft toys.
business ideas.
4. TRANSFER
• Textbooks
• KAB Modules

60
Quarter 4 : Textile-based Handicraft Topic: Soft toy- Making Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts
and principles underlying the process and delivery of soft
toy-making, following and observing correct process flow:
- Making the Project Plan
- Application of the 4Ms of production
- Evaluation of finished products
- Computation of the cost of production
- Computation of selling price
- Packaging of finished products
- Marketing of the products
The learner:
Produces marketable original/new products following the
basic concepts and principles underlying the process and
delivery in the production of soft toys.
Observes correct process flow in the entire production of the
products.
Applying the basic concepts and principles underlying the
process and delivery of products of soft toy-making ignite
innovation and creativity.
Why are soft toys important?
Why should soft toys be governed and regulated by
government laws?
What is the role of textiles in the production of soft toys?
Learners will know:
History/Origin/Beginning of soft toy-making
Identify certain soft toys which had been associated with
some social and cultural significance.

61
Design ideas in soft toy-making
Sewing, a basic skill required
Materials, tools and equipment needed
Care and storage of tools and equipment
Project plan for product development
Evaluation of products based on market standards
Computation of the cost of production for profitability of the
activity
Computation of the selling price
Packaging of finished products appropriate for marketing
Marketing of finished products
Identify forms used for soft toys
Make sewing machine operations test
Prepare a sewing kit
Gather samples of materials appropriate for soft toy-making
Prepare the needed Project plan
Prepare evaluation tools
Compute cost of production
Compute selling price
Prepare concept for presenting finished products to
consumers/exhibit the finished products
Recommend/suggest how to market the products.
Conduct product acceptance survey
Stage 2
Marketable original/new design
concepts for soft toys-making using
appropriate construction methods
Demonstration of construction process
in the preparation of marketable soft
toys
delivery in the production of soft toys.
Assessment of soft toys products based
on the following:
price)
uniqueness)

62
Criteria:
a. clear
b. comprehensive
c. concise
the process and delivery in the products
of fabric painting/printing.
Criteria:
a. meaningful
b. iIllustrative
c. significant
in the production of soft toys.
Criteria:
a. appropriate
b. practical
c. effective
techniques in soft toys-making.
Criteria:
a. clear
b. concise
c. appropriate
feels to have low gains and returns in the
Criteria:
a. sensitive
b. responsive
c. tactful
• Speed and Time

63
knowledge in producing marketable soft
toys.
b. insightful
c. reflective
Stage 3
Soft toys appear to have developed a relatively stable niche in the Philippine market. Outstanding retail store of this
product item is the Gift Gate with several branches in the metro-areas. In addition, one will easily find at least one or two stalls in
every mall teeming with stuffed toys. It is further observed that these toys are usually given as gift not only to children but also to
teenage girl and sweethearts. Indeed, it appear to be in great demand.
1. EXPLORE
Interest the learner to consider the making of soft toys for utilizing woven matting or scrap fabrics.
Take the learner to a soft toy store to observe and take note of kinds, sizes, prices and forms of soft toys.
Consider also a trip of the learner to dry-goods, supply market like Divisoria for different kinds of fabrics in different
colors, stuffing materials and accessories like eyes, nose, yarns for hair, etc.
Guide the learner to choose at least two design for stuffed toys.
2. FIRM UP
Encourage learner to prepare the project plans as soon as the choices for product development is made.
Guide the learner in following correct process work flow in the production of the project.
- correct drawing of the product to be made
- preparation of pattern for the size decided
- choice of appropriate fabrics and accessories to use
- providing adequate seam allowances
- correct closeness of machine stitches to use
- selection of appropriate stuffing material
• Require learner to prepare work schedules so that work will be finished on time
• Require learner to start work promptly

64
• Encourage learner to design patterns for other soft toys
3. DEEPEN
• Allow learner to revise pattern if needed
Guide learner in making perfect machining along seamlines
Encourage the learner to develop patterns of similar types of soft toys
Require the learner to research on rules governing quality of soft toys from the Department of Trade of Industry
particularly on users safety
Require the learner to make a survey of prices of soft toys in malls
4. TRANSFER
Require the learner to make a scrapbook for soft toy designs and samples of fabrics watches, stuffings, soft toy
accessories, etc.
Guide learner to formulate an evaluation tool for soft-toy making
Require learner to evaluate finished products
Require learner to display/exhibit finished product
Require learner to conduct a survey on the acceptability of finished product
Conduct product acceptance survey
Library (Books, Magazines, Manuals)
Video Tapes
Handicraft Teacher
Toy Catalogues
Store Flyers
Materials Needed:
Scrap fabric scissors
Sewing thread 70/2
Pattern paper
Graphing paper
Equipment Needed:
Sewing kit: pins, hand needles, thread scissors, tape measure, tailors’ chalk
Lock- stitch sewing machine with needle #14

65

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