Handicraft 8 Quarter 1 Sipacks
Handicraft 8 Quarter 1 Sipacks
Handicraft 8 Quarter 1 Sipacks
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website:www.pampangahigh.school
GENERAL INSTRUCTIONS
To get the most out of this module, here are some reminders that you need to consider:
1. Take your time in reading all parts of the lesson.
2. Always answer all given activities intended for each week lesson.
3. Answers must be written in ONE WHOLE SHEET of PAD PAPER.
4. Do not forget to write the following data on your paper before answering all the
activities. Also, please be reminded that you have to use one (1) piece of paper per
lesson. Meaning, you have to use another sheet if you need to answer the activities
in another lesson.
a. Your Complete Name (student) e. Quarter No.
b. Your Grade and Section f. Date of Activity, Activity No. and Activity
c. Learning Area/Subject Title
d. Name of Your Subject Teacher g. Item Numbers
1.
2.
3.
5. Remember that all the activities that you need to answer will serve as your outputs and will be
forwarded to your subject teacher for checking and recording.
6. Above all, put GOD first in everything you do!
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DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website: www.pampangahigh.school
SELF-INSTRUCTIONAL SIPACKS
HANDICRAFT 8
1st Quarter - Week 2 September 1 – 2, 2020 (Tuesday – Wednesday)
Content Standard: The learner demonstrates understanding on the principles and
concepts of embroidery
Performance Standard: The learner use basic tools in embroider and create embroidered
article
Learning Competency: L.O. 1: Use basic tools in embroidery
Objectives: At the end of the lesson you should be able to:
1. identify the basic tools and materials in embroidery,
2. perform the different embroidery stitches based on the given steps and;
3. observe proper use of tools .
Content:(Subject Matter) Produce Embroidered Article
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 5-27
b. Instructional Materials pictures/illustrations, embroidery tools and materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you will acquire knowledge about the basic tools and
materials in embroidery. In addition, their uses will be further explained.
2
Activity 2: WHAT YOU ALREADY KNOW?
Direction: Match column A with column B. Write the LETTER of the correct answer on the space
provided before each number.
A B
_____1. It is an ornamentation of textiles and other materials with a. Pounce
needlework.
_____2. It is used to measure more than one foot distance. b. Embroidery
_____3. A tool use for transferring the design when using pricking and c. Stiletto
pouncing method. d. Tape measure
_____4. A tool in embroidery that is used to keep the fabric stretched e. Water color brush
while embroidery stitches are applied on the design.
_____5. A fine powder used in transferring design by pricking method.
Embroidery is the ornamentation of textiles and other materials with needlework for personal
use and decoration not only at home but for offices as well. The term embroidery is an English
word derived from the old French embroiders meaning edge and border.
Below are the tools and materials used in Embroidery its uses.
TOOLS
1. Gauge - use to measure short distance
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7. Chenille- sizes 13-26 are also sharp-pointed
needles but they are thicker and longer and
have larger eyes. They are that types of
needles appropriate for embroidery that is
worked with heavier yarns.
8. Embroidery needle- a short pieces of steel
with a fine point at one end and a little opening
or eye at the other. The kind of embroidery
work to do and the kind of thread to use are
two things to be considered in choosing your
needle.
9. Crewell- sizes 1-10 are sharp-pointed, medium
length with large eyes for easy threading they
are used for most standard embroidery
stitchery.
10. Tapestry needle- is from sizes 13 -26. They
are similar in size to chenille but are blunt
rather than sharp. This makes them best for
thread-counting embroidery and for the needle
point as well.
1. Fabric- sometimes referred to as cloth, are of great variety and they differ in material, weight, weave,
design, color, and finish.
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All fabrics should be prewashed before using them for quilting or embroidery. The filler that is used in
the fabric can cause havoc if it is not removed by washing prior to working with the fabric.
2. Thread- is available in various types. They differ in terms of texture, fiber content, number of strands
and colors. Threads are usually coded in numbers and color names. They can be bought in skeins,
balls or spools. The color of the thread should suit the color and texture of the design and the fabric to
be embroiders,
As one of the most essential elements to the stitching process, it's important to ensure proper and
careful care of embroidery thread. Store it properly under controlled conditions to avoid the following
issues:
1. Thread dents—when a cone falls onto the floor, the point of impact can “dent” the thread,
resulting in a weak spot (or spots) that can ultimately lead to problems as the thread travels
toward the needle. This is a common problem for those that store unused cones on top of their
machine. Those cones will “walk” across the machine table due to the vibration of sewing and
ultimately end up on the floor.
2. Discoloring and fading—Threads, especially rayon, will fade when exposed to sunlight for
extended periods of time. If your threads are stored on a window sill or anywhere that sunlight
can strike them full force, you risk fading and discoloring.
3. Lint buildup—Threads that sit out, exposed to the elements of your shop’s environment, are
prone to dust and lint building up. Over time, such buildup can sink down into the threads. When
the thread travels through the upper thread path, it takes the crud with it, dispensing it along the
way onto critical surfaces (such as tensioners) that need to remain clean and smooth. The end
result will be inconsistent upper thread tension and possible thread breaks.
4. Brittleness—In addition to discoloring and fading, excessive exposure to sunlight can dry out
the thread and lead to brittleness in the fibers. Obviously, this will weaken the thread and lead to
excessive thread breaks.
F. Developing Mastery
Activity 3: WHAT AM I???
(answer this after reading WEEK 2 DAY 1 Lesson)
Direction: Identify the tool being described in each item. Fill in the missing letters to form the word
identified.
2. It is made of wood, bone, metal or plastic use to make eyelets in the fabric to be embroidered.
O
3. It is a small, sharp and pointed-good for fine work use for trimming scallops, clipping threads,
and cutting large eyelets.
E B D R Y C S O S
4. It sizes 13-26 are also sharp-pointed needles but they are thicker and longer and have larger
eyes.
H N L
5. It is use for easier threading especially by those sewers with poor eyesight.
N E E H R E R
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Activity 4: WHAT AM I???
(answer this after reading WEEK 2 DAY 2 Lesson)
Direction: Identify the tool being described in each item. Fill in the missing letters to form the word
identified.
1. They differ in terms of texture, fiber content, number of strands and colors. Threads are usually
coded in numbers and color names
H E S
2. This includes most tightly woven fabrics with a relatively smooth surface like linen, wool and
cotton. They are best used for articles with decorative stitches
O M N W A
3. It is sometimes referred to as cloth, are of great variety and they differ in material, weight,
weave, design, color, and finish.
F R I
4. This will happen when a cone falls onto the floor, resulting in a weak spot (or spots) that can
ultimately lead to problems as the thread travels toward the needle.
T H A E N S
5. These are intended for hard anger embroidery since the number of threads per square inch is
same for both warp and woof
E N - E E
Activity 5:
In your personal experience as a student, why is it important to know the tools and materials before
working on a project? _____________________________________________________________
For every task that you have to do, it is very essential that you have to know first the tools and materials.
This will help you to save money, time and energy, subsequently resulting to a more fruitful output.
I. Evaluating learning
ASSESSMENT # 1
Direction: Identify the following tools and materials used in embroidery. Put a check (√) if the given item
is a tool or material needed embroidery and (x) if it is not.
______1. chenille ______6. pounce
______2. embroidery scissors ______7. tissue
______3. staple wire ______8. fabric
______4. plastic container ______9. thread
______5. gift wrapper ______10. tape measure
List down at least five (5) stitches that you are familiar with.
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1st Quarter- Week 2 September 3-4, 2020 (Thursday – Friday)
Content Standard: The learner demonstrates understanding on the principles and
concepts of embroidery
Performance Standard: The learner use basic tools in embroider and create
embroidered article
Learning Competency: L.O. 1: Use basic tools in embroidery
Objectives: At the end of the lesson you should be able to:
1. identify the basic tools and materials in embroidery,
2. perform the different embroidery stitches based on the given steps and;
3. observe proper use of tools .
Content:(Subject Matter) Produce Embroidered Article
Learning Resources:
c. References: K-12 TLE Learning Module on Handicraft Production,
pages 5-27
d. Instructional Materials pictures/illustrations, embroidery tools and materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you are expected to perform the different stitches based on the
given steps and you must observe the proper use of tools.
Note: Read, understand and perform the following task in the specified day indicated below.
WEEK 2 Day 3- Stitches 1, 2 & 3
Embroidery Stitches
There are various embroidery stitches which you can choose from when you do embroidery work.
For you to gain more skill on this line, below are the illustration of some of the embroidery stitches
which will help and guide you as you enjoy working on this lovely craft.
1. Back stitch- the most often used to outline a design. This stitch also forms the base line for other
embroidery stitches
2. Cross-stitch- stitched formed by two crossing arms and may be used for outlining, as borders or to
fill in an entire area.
3. Running stitch- considered being the easiest stitch for outlining.
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WEEK 2 Day 4- Stitches 4, 5 & 6
4. Seed- also known as rice grain stitch. Stitch uses simple straight stitches in a single direction to fill
in patterns. It has shorter stitches above the fabric and longer stitches on the reverse side. They
remind of strawberry seeds, probably, which inspired its name
5. Chain stitch- one of the more popular stitches used for outlining. When worked in close rows,
chain
stitches make good stitches for filling the design area.
6. Satin stitch- a solid filling stitch that is used to cover a design area with long, straight stitches
worked very close together
1. Seed Stitch
b. Try not bend with the curves of the pattern. The rows of
running stitch should essentially be done in straight lines.
2. Chain stitch
b. Hold the working thread down towards the left with the
thumb.
c. Insert the needle at the point where the thread has just come
through and bring it up on the traced line about one-sixteenth
of an inch / 1.5mm further along.
3. Satin stitch
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WEEK 2 Day 4- Stitches 4, 5 & 6
4. Seed Stitch
d. Try not bend with the curves of the pattern. The rows of
running stitch should essentially be done in straight lines.
5. Chain stitch
e. Hold the working thread down towards the left with the
thumb.
f. Insert the needle at the point where the thread has just come
through and bring it up on the traced line about one-sixteenth
of an inch / 1.5mm further along.
6. Satin stitch
F. Developing Mastery
Activity 3: LOOK FOR ME!
Direction: Identify the kind of embroidery stitches that is being described. Choose your answer from the
words written on the box and write your answers on the space provided before each number.
Cross Stitch Running stitch Satin Stitch
Chain Stitch Backstitch Seed Stitch
________________1. The most often used to outline a design. This stitch also forms the base line for
other embroidery stitches
________________2. It is a solid filling stitch that is used to cover a design area with long, straight
stitches worked very close together
________________3. It is also known as rice grain stitch. Stitch uses simple straight stitches in a single
direction to fill in patterns.
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________________4.The stitched formed by two crossing arms and may be used for outlining, as
borders or to fill in an entire area.
________________5.It is one of the more popular stitches used for outlining. When worked in close rows,
chain stitches make good stitches for filling the design area.
G. Finding practical applications of concepts and skills in daily living
Activity 4: SHOW ME WHAT YOU’VE GOT!
Show that you have learned something by doing the six (6) different stitches on a 4x4 inch piece of plain
fabric following the schedule below.
WEEK 2 Day 3- Stitches 1, 2 & 3
WEEK 2 Day 4- Stitches 4, 5 & 6
Attach your finish output on a one whole sheet of pad paper and label them accordingly.
H. Making generalizations and abstractions about the lesson
The knowledge and skills learned from embroidery nurtures your creativity and ingenuity. It also gives
you the opportunity to have the resources to tackle DIY projects which are common in today’s
generation and it is very timely and useful in this present pandemic. Dreaming and anticipating about
having a room decorated in your favorite character can be transferred into reality as embroidery gives
you control by allowing you to create your own world by embroidering those characters on pillow cases,
curtains, dresser scarves and framed works that can be made and placed in your respective room.
I. Evaluating learning
ASSESSMENT # 2
Direction: Identify the following embroidery stitches.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
J. Additional activities for application or remediation
Refresh your mind about the “COLOR WHEEL” in preparation for the next lesson.
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Content Standard: The learner demonstrates understanding on the
principles and concepts of embroidery
Performance Standard: The learner use basic tools in embroider and create
embroidered article
Learning Competency: LO2. Create embroidered article
Objectives: At the end of the lesson you should be able to:
1. create embroidered article based on the principles and elements of design,
2. apply color scheme in creating the design,
3. transfer design following the given steps and;
4. observe good working habits
Content:(Subject Matter) Create embroidered article
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 29-
41
b. Instructional Materials pictures/illustrations, color wheel, embroidery tools and
materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
Activity 1: WHAT HAVE I DONE BEFORE?
1. What are the things do you consider when your teacher asked you to design a project?
__________________________________________________________________
B. Establishing a purpose for the lesson
After reading and understanding this lesson, you will acquire facts about the principles and elements of
design and consider the learning gained on color scheme when creating design.
C. Presenting examples/instances of the lesson
Activity 2: SORT THE WHEEL!
Categorize each item based on the color wheel. List down all PRIMARY COLORS in Column A,
SECONDARY COLORS in Column B and TERTIARY COLORS in Column C.
1. Red 4. Yellow- green
2. Orange 5. Purple
3. Blue 6. Yellow
Column A Column B Column C
Check your answers after understanding the principles and elements of design and color scheme.
D. Discussing new concepts
Note: Read and study this topic for your WEEK 3 DAY 1 Lesson, then answer ACTIVITY 3
Principles of Design
Always bear in mind that design is the arrangement of line, form, color and texture with the purpose of
achieving order and beauty.
1. Harmony
Harmony is the Law of Unity with variety. This principle infers repetition of line, form, shape and
size.
2. Proportion
Pertains to the relationship in size between a part and the whole.
3. Balance
May be produced in two ways, either formal or informal. Formal balance or symmetry has equal
color, shape, and size on either side of a design. While the informal occult has unequal proportion.
4. Rhythm
It is a smooth related movement. Pattern and line carry the eyes along without jerky motion. The
eye automatically connects points in space.
5. Emphasis
The eye is carried first to the most important part of the design and then to the other details in
order of their importance. This referred to as the center of interest of a design.
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Elements of design
1. Line
Skeleton or basic foundation sketch to direct the eye vertically or horizontally.
2. Texture
Refers to the surface appearance which is either rough or smooth, dull or glossy, thick or thin
3. Color
Color may be cool, warm, bright or dull. Choosing the right color will greatly affect the appearance
of your finished project.
Below is a color wheel consisting of twelve colors which will give you an idea to make successful
choice of color.
There are also definitions (or categories) of colors based on the color wheel. We begin with a 3-part
color wheel.
Primary Colors:
Red, yellow and blue. In traditional color theory (used in paint and pigments), primary colors are
the 3 pigment colors that cannot be mixed or formed by any combination of other colors. All
other colors are derived from these 3 hues.
Secondary Colors:
Green, orange and purple. These are the colors formed by mixing the primary colors.
Tertiary Colors:
Yellow-orange, red-orange, red-purple, blue-purple, blue-green & yellow-green. These are the
colors formed by mixing a primary and a secondary color. That's why the hue is a two word
name, such as blue-green, red-violet, and yellow-orange
Color scheme
A. Related Colors
1. Monochromatic Harmony
One color of different shade
2. Analogous Harmony
Three neighboring colors, one of which is dominant
B. Contrasting Colors
1. Complementary
Colors opposite each other in the color wheel
2. Double Complementary
Two neighboring colors and their opposite colors
3. Split Complementary
Three colors diagonal with each other
4. Triad
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The color in between three spaces in color wheel
F. Developing Mastery
You can only produce good embroidered articles if you know how to create a good design and
use the right color of thread for it. Careful study of the principles of design and strictly following it will
help you produce a good design
I. Evaluating learning
ASSESSMENT # 3
Direction: Read the following carefully. Choose your answer from the words written on the box. Write
your answer on the space provided before the number.
_______________________1. It has equal color, shape, and size on either side of a design
_______________________2. In this principle pattern and line carry the eyes along without jerky
motion.
_______________________3. It is the Law of Unity with variety.
_______________________4. This refers to the skeleton or basic foundation sketch to direct the eye
vertically or horizontally.
_______________________5. This may be cool, warm, bright or dull and choosing it rightly will greatly
affect the appearance of your finished project.
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_______________________6. Colors in between three spaces in the color wheel.
_______________________7. Two neighboring colors and their opposite.
_______________________8. Three neighboring colors one of which is dominant.
_______________________9. Colors opposite each other in the color wheel.
_______________________10. One color of different shade.
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1st Quarter - Week 3 September 9-11, 2020 (Wednesday – Friday)
Content Standard: The learner demonstrates understanding on the
principles and concepts of embroidery
Performance Standard: The learner use basic tools in embroider and create
embroidered article
Learning Competency: LO2. Create embroidered article
Objectives: At the end of the lesson you should be able to:
1. create embroidered article based on the principles and elements of design,
2. apply color scheme in creating the design,
3. transfer design following the given steps and;
4. observe good working habits
Content:(Subject Matter) Create embroidered article
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 29-
41
b. Instructional Materials pictures/illustrations, color wheel, embroidery tools and
materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
Activity 1: FANATIC OR NOT?
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FIGURE 1 FIGURE 2
2. Tracing Method
Designs may also be transferred using a tracing wheel and preferably dressmaker’s carbon paper.
However, when no carbon paper of this type is available, ordinary carbon paper may be used. Utmost
care should be taken though in using the latter type as it can smear badly on the fabric. Remember to
use light-colored carbon paper if your fabric is of a light color.
The steps in this method are as follows:
1. Place your design right side up on your fabric
then pin at the corners. Slowly insert the carbon
paper or dressmaker’s carbon, carbon side down,
between the design and fabric.
5. Dip the ball of cloth in blueing mixture. Rub the ball of cloth
over the design in one stroke or direction only.
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6. To check if the design had been correctly transferred, lift
one corner of the pattern carefully
F. Developing Mastery
Activity 2: ABC STEPS!
(answer this after reading WEEK 3 DAY 3 Lesson)
Direction: Arrange the following steps chronologically. Write a for the first step, b for the second and so
on. Write your answer on the space before the number. Some answers were already been given for
you.
Hot-iron Transfer
______1. Lift the iron then move it to another area of the design.
______2. Place the design on the fabric, then pin at the corners.
______3. Remove excess paper around the design.
___c__4. Set flatiron at low setting before pressing it over an area of the design for a few seconds.
Tracing Method
______1. Go over the lines of the design using a tracing wheel, a pencil or any sharp or pointed
instrument to trace the design.
___b__2. Insert the carbon paper or dressmaker’s carbon, carbon side down, between the design and
fabric.
______3. Place your design right side up on your fabric then pin at the corners.
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H. Making generalizations and abstractions about the lesson
It is not enough that you are aware of the different embroidery stitches, tools and materials needed
in embroidery work. How to do it correctly, neatly and beautifully is also just important.
I. Evaluating learning
Procedure:
1. First, pick a shirt to embellish. A 100% cotton shirt works best.
2. Transfer your pattern onto your shirt. If you are ironing your pattern onto your shirt, use a
piece of cardboard between the front and back of your shirt to avoid the possibility of the ink
bleeding through.
3. Secure stabilizer to the fabric using your hoop. If you find the stabilizer too floppy, you can
tack it to the shirt at its corners using a bit of thread.
4. Use small stitches when working on stretch fabric so that there's less puckering of the fabric
around the stitches.
5. Split stitch to decorate the shirt. (Other stitches may use defending on your choice)
6. Once you've finished stitching, trim the excess stabilizer from around your stitching. If you're
using a tear-away or cut-away interfacing, carefully remove it at this point.
7. Rinse the shirt in cool water to dissolve the remaining interfacing.
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J. Additional activities for application or remediation
Make an advance reading of the following:
1. Definition of recycling
2. Types of recycling
3. Common materials used in recycling
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principles and concepts of recycling
Performance Standard: The learner understands and create recycled project.
Learning Competency: LO 1. Understand Recycling
Objectives: At the end of the lesson you should be able to:
1. identified recycled articles based on recyclable materials.
Content:(Subject Matter) Produce Recycled Project
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 44-
50
b. Instructional Materials recyclable materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you will learn most of the things related to recycling
together with its concrete definition and its two types. Likewise, you will its advantages will be tackled.
RECYCLING BASICS
Garbage disposal is one of the biggest problems we Filipinos face. There are so many things
we waste, throw away, burn or just take for granted and yet the sophisticated first world for waste is not
within our reach.
Recycling which is the process of transforming an item which has already served its original
purpose but is still durable into something that can be still used for another purpose is one good answer
to the worsening problem of garbage disposal. Instead of throwing away the scraps we have at home,
and waste them totally, we can be more imaginative, creative and resourceful person by seeing
potential in waste materials. There is truth in saying that “There is cash in trash”. All we need is a little
entrepreneurship skill and a lot of concern for environment.
There are many materials that are locally available in your community which you can recycle into
useful and artistic articles for personal and home use.
Types of Recycling
1. Internal Recycling- involves the use of materials that are waste products of a manufacturing
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process.an example of this is the processing of spent grain mash ,a waste product of distillation,
into cattle feeds.
2. External Recycling- is the reclaiming of materials from a product that has been worn out due to
constant use. A good example of this type is the conversion of old newspapers and magazines
into other paper product.
Advantages of Recycling
1. Decrease pollution and ease the garbage pollution
2. Conserve resources
3. Enhance creativity and resourcefulness
4. Potential in making a profitable business
5. Makes people environmentally aware
6. Promotes scientific advancements in recyclable and biodegradable materials
7. Makes governments and businesses choose programs and apply policies in consideration of
preserving and respecting the environment.
F. Developing Mastery
__________________1. It is the process of transforming an item which has already served its original
purpose but still it is durable into something that can be used for another
purpose
__________________2. It involves the use of materials that are waste products of a manufacturing
process. An example of this is the processing of spent grain mash, a waste
product of distillation, into cattle feeds.
__________________3. It is the reclaiming of materials from a product that has been worn out due to
constant use. A good example of this type is the conversion of old new papers
and magazines into other paper product.
__________________4. It is one of the major problems of the Philippines that can be resolved through
recycling
__________________5. It is one good answer to the worsening problem of garbage disposal
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H. Making generalizations and abstractions about the lesson
Like the saying goes, “Don’t ask what the government can do for you; ask yourself what you can
do for the government”. As an individual, you have the capacity to help the government in solving the
problem in garbage disposal. Your little way of showing concern and love to our environment can make
a big difference.
I. Evaluating learning
ASSESSMENT # 4
I. Direction: Read the following carefully. Fill in the missing letters to form the word identified in each
item. Write your answer on the space provided below each number.
1. It involves the use of materials that are waste products of a manufacturing process. An example
of this is the processing of spent grain mash, a waste product of distillation, into cattle feeds.
I E N E C N
2. It is the process of transforming an item which has already served its original purpose but still it
is durable into something that can be used for another purpose
E C N
3. It is one of the major problems of the Philippines that can be resolved through recycling
A B E D O S
4. It is the reclaiming of materials from a product that has been worn out due to constant use. A
good example of this type is the conversion of old new papers and magazines into other paper
product.
T N L R Y G
5. It is one of the negative effects of improper garbage disposal that could be decreased through
recycling
P L T N
II. Read the following statement and analyze whether those underlined words/phrases are advantages
of recycling or not. Put a √ on the space before the number if the given statement is one of the
advantages and X if it is not.
_________6. Recycling makes people environmentally aware and think for a better and healthy
environment.
_________7. Mr. Regala and his family saved money when they started recycling their garbage at
home
_________8. Ian had decorated their house without spending much of their money by just recycling
waste products .
_________9.Whoever follows the principle of 3R’s (reuse, reduce and recycle) destroys our resources.
_________10. Ella is fun of making recycled home decorations during her free time that’s why her
creativity and resourcefulness was enhanced.
Tour yourself around your house. Look for something that you think could be recycled instead of just
throwing it.
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principles and concepts of recycling
Performance Standard: The learner understands and create recycled project.
Learning Competency: LO 1. Understand Recycling
Objectives: At the end of the lesson you should be able to:
1. identified recycled articles based on recyclable materials.
Content:(Subject Matter) Produce Recycled Project
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production,
pages 44-50
b. Instructional Materials recyclable materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
What word could you produce out of these four (4) pictures?
_____________________________________________
After reading and understanding this lesson, you are expected to identify the common materials used
in recycling and appreciate the significance of recycling in your everyday living
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5. Yarn wastes
6. Tin cans
Material Articles
1. Paper Paper woven basket, paper mache articles, paper beads,
paper sculpture, boxes for gift wrapping, album covers
and paper bags
2. Plastic containers Planters, plant tag, plastic sculpture and organizers
3. Glass bottles Storage items terrariums, cut bottles, bent bottles and
glass tiles
4. Fabric scraps Quilting and patchwork projects, rugs, stuffed toys, hair
accessories, fabric flowers and collages
5. Yarn wastes Rugs, embroidery, yarn dolls, crocheted or knitted articles
and string art
6. Tin cans Canisters, planters, candle holders, kerosene lamp, metal
art
F. Developing Mastery
Activity 3: SCRAMBLED IT UP!
Arrange the jumbled letters below to come up with the common materials used in recycling . Write your
answer on the space provided.
Why is it important to recycle waste materials in our respective homes, community and subsequently in
our country?
_____________________________________________________________________________________
There are so many things we take it for granted, we waste, throw away and burn. We are dreaming and
asking too much from the government and its official and yet the sophisticated first world for waste is not
within our reach.
I. Evaluating learning
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ASSESSMENT # 5: MINUTE TO ANSWER IT!
I. Direction :Answer the given crossword puzzle in 1 minute. You have to look for the five common
materials used in recycling.
T I N C A N S Y G H J A D
W G F G J K L L B N V C X
P L P O I U Y T F E W Q Q
P A P E R A S D A G H J K
E S W Q Z X C V B B N M L
R S T Y U I O P R L A S D
L B F G H J K L I M H B D
K O S Q A J Y S C K A A Z
J T D W S K U D S L E E W
H T X E D L I F C M E F R
G L V R F E O G R N I G Y
F E B Y A R N W A S T E S
D S N T G R P H P A I J U
S A M Y H T A J S Z O T A
II. Direction: Determine whether the following is a common material used in recycling or not. List down
all the common materials used in recycling in Column A and those which are not in Column B.
Wood Fabric scraps Yarn wastes
Paper Tin cans Glass bottles
Steel Rubber Sand
Plastic containers
COLUMN A COLUMN B
List down at least three(3) wastes in your house you usually throw.
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Performance Standard: The learner understands and create recycled project.
Learning Competency: LO 1. Understand Recycling
Objectives: At the end of the lesson you should be able to:
1. identified recycled articles based on recyclable materials
Content:(Subject Matter) Produce Recycled Project
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 44-
50
b. Instructional Materials recyclable materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you are expected to identify items that can be recycled and
the possible output that can be made out of them.
Look around your home. Take note of the things that are normally thrown away or disposed of after they
have been used for their original purpose. Think of the articles into which an item can be converted or
recycled. List down all the observations you have made.
1.
2.
3.
4.
5.
F. Developing Mastery
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Activity 4: MY MATERIAL, YOUR ARTICLE..
(answer this part and the remaining parts below on WEEK 4 Day 5)
List down at least two (2) articles or products that could be made out of the following materials.
1. Newspaper- __________________
__________________
2. Pet bottles- __________________
__________________
3. Used clothes- __________________
__________________
List down two (2) importance/ benefits you can get in knowing the possible product out of the
wastes in your house.
1. _____________________________________________________
2. ____________________________________________________
You can make things possible if you just take some steps toward your goal. You can save and earn
money through recycling if you will have a little entrepreneurship skills and a lot of concern to our
environment. In this way, you can help uplift the economic status of your family especially during this
time of crisis which most Filipino families are badly in need in terms of financial matter to sustain your
way of living.
I. Evaluating learning
ASSESSMENT # 6
I. Direction: The following are lists of the articles that are made from the common materials used in
recycling. Categorize the articles by writing them on the box where they are made of.
Ask your parent if they know how to make a basket from a newspaper/ magazine and plastic bottle
vase. Take down notes on the tools and materials and procedure they know i making the said article
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Content Standard: The learner demonstrates understanding on the
principles and concepts of recycling
Performance Standard: The learner understands and create recycled project.
Learning Competency: LO 2. Create Recycled project
Objectives: At the end of the lesson you should be able to:
1. produced artistically recycled articles based on the given steps,
2. use tools properly, and ;
3. observe good working habits.
Content:(Subject Matter) Produce recycled project
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 50-
59
b. Instructional Materials pictures/illustrations, recycled materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
RECYCLING
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Note: Read and study this topic for your WEEK 5 DAY 1 Lesson. Then try to prepare all the
tools and materials listed below and the things that you think you can use in order to
finish the article artistically.
You may add tools and materials that can be used in making your project:
____________________________
____________________________
____________________________
1. Trim the fold from a section of your paper to release each of the
12-inch x 22-inch individual pages.
2. Fold each page in half along its length, then into quarters, then
into eighths. The resulting strips should be about 1-1/2 inches x 22
inches. You'll need a lot of them
5. For the sides of your basket, simply fold all strips upward at 90
degrees and continue weaving. Be sure to keep your strips snugly
woven. Patience is your friend at this point
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6. At the corners, simply bend your side strips and continue
weaving along the adjacent edges. Glue or staples are particularly
recommended for this first course of side strips to hold things in
place.
8. For decoration, add a pale blue ribbon (or any color of your
choice) along the fourth course of weaving (right over the top of
the newsprint strip) and a darker blue ribbon along the top edge.
F. Developing Mastery
Plan your work, work your plan. Always remember this simple saying; it is applicable anywhere,
everywhere and anytime. It is necessary that you must know first your goal to be achieved, then do
some actions/ steps towards it.
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I. Evaluating learning
SCORECARD FOR JUDGING RECYCLED ARTICLES
Design and color 25% PS TS
Simplicity and artistry 5
Following the Principles of design 10
Pleasing color combination 10
Workmanship 60%
Used appropriate tools 20
Method of construction suited to the material or design of the article 10
Finishing applied, suited to design, material and use 10
Good working habit 20
General appearance 15%
Finished project, pleasing and attractive 8
Finished project, worth the time effort spent 7
TOTAL 100%
Legend
PS Perfect score
TS Teacher’s Score
Attach your finish output on a one whole sheet of pad paper and label them accordingly.
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Content Standard: The learner demonstrates understanding on the principles and
concepts of gift wrapping
Performance Standard: The learner understands wrapping of gift items.
Learning Competency: L.O. 1: Wrap gift items
Objectives: At the end of the lesson you should be able to:
1. use tools properly and;
2. applies principles and elements of design.
Content:(Subject Matter) Produce Wrapped Gift Items
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 64-
70
b. Instructional Materials pictures/illustrations, gift wrapping tools and materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you will acquire knowledge about the basic tools and
materials in gift wrapping and how to use them accordingly. In addition, you must apply the principles
and elements of design when wrapping a box and creating a gift box.
Tools
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Scissors
Pencil
Cutter
Hole puncher
Glue stick
Adhesive
ruler
Other Philippine made ecology-friendly materials for packing and wrapping gifts are following:
Gift containers- bayong bags made of buri, coconut leaves, tampipi (small rectangular buri box),
native baskets, boxes made of our Philippine wood like narra and amboo, corrugated papers.
Wrapping- sinamay,abaca, raffia, etc
Ribbons and bows- abaca strings, shells, dried flowers, twigs, etc.
F. Developing Mastery
WEEK 6 DAY 2 Lesson and Activity
WRAPPING BOX
1. Roll out the wrapping paper. Be sure you have enough paper to fit
around the entire gift. Measure if necessary, leaving a few extra
inches to be sure you are completely covered.
2. Once the paper is cut to the right size, place your gift face down in
the middle of the paper. Bring paper from the long side of the box, up
to the middle of your package. Pull both sides tightly so the paper
hugs your package smoothly, and tape
3. Next, you need to close the ends. Face the open end towards you
and fold the right and left edges, pushing the sides in next to your
box, to form flaps.
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4. Fold top flap down to the box, pulling tightly, and tape. Fold the
bottom flap up tightly and tape. Repeat on other side of package.
5. Position box so top is facing up. Run your thumb and forefinger
across the edges of the box to create a creased edge. Repeat on
bottom of the box.
problem is you have limited budget because you don’t have excess allowance brought about by Covid-
19 situation. What can you do now to make it memorable without spending much money?
One way of showing love, care, gratitude, appreciation and sincerity is giving gift to our loved ones
on their special day. The cost doesn’t really matters; it is the thought that count.
I. Evaluating learning
WEEK 6- DAY 3-5
Make gift bag following the steps given below.
2. Place the paper in front of you on a flat surface. Make sure to place it in
“landscape” orientation – i.e. long sides up and down, short sides to the
left and right
3. Fold the bottom edge of the paper up 2 inches (5 cm) and sharply
crease the fold. When you’re done, unfold. Note for later that this will
become the bottom of the bag.
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4. Fold the sides of the bag into place. Be sure to maintain the landscape
orientation as you work.
4.1 Locate the center points of the top and bottom edges. To do this,
either measure with a ruler or simply lift the paper, maintain the
orientation, bring the short sides together as though you were folding the
whole thing in half, and pinch the top and bottom of the would-be fold to
mark where the center of each long side is. Lightly mark these spots with a
pencil
4.2 Mark the paper again a half inch (13 mm) to both the left and right of
each center point. When you’re done, you should have six marks total:
three centered within one long edge of your paper and three centered
within the other.
4.3 Bring the right edge of the paper to the left-most pencil lines and
fold. Once the fold is properly creased, unfold. Repeat the inverse on the
opposite side.
4.4 Flip the paper over, re-fold the left and right sides downward toward
the center, and glue them where they overlap. Be sure to fold along the
same lines as before (but note that the folds will be inverted). Let the glue
dry completely before moving on to the next step.
5. Flip the bag over so that it sits glued-side-down. Make sure to orient it
so that one of the open ends points toward you.
6.1 With your ruler, measure inwards about 1.5 inches (3.8 cm) from
the left-hand side of the bag. Lightly mark this with your pencil.
6.2 Push the left side-crease of the bag inwards toward the interior of
the bag. Do this until the left-hand mark you made in the previous step sits
on the outer edge of where the paper is bending
6.3 Press-fold the paper downwards so that the pencil mark lines up
with the new folded edge. Try to keep the top and bottom edges
symmetrical as you press the paper down.
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6.4 Repeat on the right-hand side. When you’re done, the body of the
bag should fold inwards on either side just like a grocery-shopping bag
7. Fold and glue the bottom of the bag into place. To determine which end
is the bottom, look for the crease lines from Step 3 that mark the bottom of
the bag. Keep the bag flattened for now
7.1 Fold the bag four inches (10 cm) up from the bottom and crease it
along this line.
7.2 Keeping the rest of the bag flattened, prop open up the bottom of
the bag. The inward-flaring creases should pop open, forming a square
edge. Inside, you should see a triangle of folded paper on either side.
7.3 Fold the left and right sides of the open, square-shaped bottom
completely down.
7.4 Fold the top strip of the “octagon” downwards towards the center of
the bottom of the bag. The bottom should now be neatly folded shut; glue
the edges where they overlap and let dry.
8. Pop the bag open. Make sure the bottom is completely closed off and
that there are no gaps in the glued edges.
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1st Quarter - Week 7 October 5-9, 2020
Content Standard: The learner demonstrates understanding on the principles and
concepts of gift wrapping
Performance Standard: The learner understands wrapping of gift items.
Learning Competency: L.O. 1: Wrap gift items
Objectives: At the end of the lesson you should be able to:
1. wrap gift items artistically,
2. apply decorative articles to enhanced wrapped gift items, and;
3 observe good working habits.
Content:(Subject Matter) Produce Wrapped Gift Items
Learning Resources:
a. References: K-12 TLE Learning Module on Handicraft Production, pages 64-
70
b. Instructional Materials pictures/illustrations, gift wrapping tools and materials
Procedure:
A. Reviewing previous lesson or presenting the new lesson
After reading and understanding this lesson, you are expected to wrap a gift item artistically and
apply decorative articles. While doing the project you must observe good working habits for your safety
as well as for a better output
C. Presenting examples/instances of the lesson
2. What do you think are the reasons for having such appearance?
___________________________________________________________________
37
D. Discussing new concepts
Ribbon Rosette
Twisted Trim
38
3. Make four other figures of 8, cutting each one about 3 inches
longer. Pile them all up and fix them together in the center.
Place the decoration on the gift and attach it by wrapping
ribbon around it and the parcel. Arrange well so that each loop
is raised above the other loops and do not overlap.
Twisted Trim
39
6. Release the ribbon from the scissors blade
Spring Bow
40
3. Tie with the thread to secure the bow, leaving enough
thread to tape or tie the bow to your package.
F. Developing Mastery
_____b___2. Continue making progressively larger loops, one on the top of the other, until the desired
size is reached.
_________3. Holding the bow together, tie at the center with thread or wire to secure. Tie the loop bow
to your package.
Activity 4: ALL IN 1
Do your activity in your WEEK 7 Day 3-5
Apply decorative articles to enhanced wrapped gift items by performing the steps given above. You will
be assessed using the scorecard written in letter I of this module.
41
I. Evaluating learning
SCORECARD FOR GIFT WRAPPED ARTICLES
Design and color 30% PS TS
Ribbon and wrapper, suited to the purpose 8
Ribbon and wrapper, simple and appropriate 7
Ribbon and wrapper, follow the principles of design 10
Pleasing color combination 5
Workmanship 55%
Method of construction suited to the ribbon to the ribbon and wrapper used 20
Ribbon and wrapper suited to the design of materials and occasion 25
Good working habit 10
General appearance 15%
Pleasing and attractive finished project 10
Finished project, worth the time effort spent 5
TOTAL 100%
Legend
PS Perfect score
TS Teacher’s Score
J. Additional activities for application or remediation
Review week 1-6 topics in preparation for your assessments.
LEA D. DABU
Handicraft 8- Teacher
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