Kto12 BASIC EDUCATION CURRICULUMTECHNOLOGY AND LIVELIHOOD EDUCATIONHOME ECONOMICS NEEDLECRAFT

Grade Level Standard:

This is a TLE Home Economics course on Needlecraft designed for Grade 9 student to develop knowledge, skills, and attitudes to perform the tasks on Needlecraft. It focuses on Process and Delivery and the five (5) core competencies that a Grade 9 Technology and Livelihood Education (TLE) student ought to possess namely: (1) Understand concepts and terms of the different types of Needlecraft; (2) Perform basic and advances stitches of the different types of Needlecrafts; (3) Develop a project plan; (4) Create marketable and presentable product package for the Needle crafted articles; and (5) Observe proper posture, safety and precautionary measures while working on the Needlecraft project.

CONTENT STANDARD

The learner demonstrates understanding of the different factors that influence the business environment.

PERFORMANCE STANDARD

The learner analyzes how factor influence the business environment. The learner relates experience in generating business ideas or identifying business opportunities

I. INTRODUCTION

The teacher will help and guide the student to understand and meet the set objectives of the module.

a. You may begin by motivating the students through sharing trivias and citing of contributions of needlecraft in our country. You may also present attractive pictures produce by the needle crafters. Stimulate the interest of students by asking them if they have needlecraft items with them and how do they perceive needlecraft articles.

b. Let the student read the introduction on page 6 to gain better understanding. Allow students to prepare a reflection on the said introduction and their expectation to assess if they are align towards the objectives of the module

II. OBJECTIVE Assess Personal Entrepreneurial Competencies; Understand the business environment and business ideas; Understand concepts related to needlecraft; Understand embroidery as a craft and its techniques; Create embroidered products with package; Understand crocheting as a technique; Make crocheted products with project plan; Package the finished craft; Understand knitting as a needlecraft; Produce knitted articles with packaging; Understand quilting as a technique; and Make quilted products with package.

III. ASSESS PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) AND UNDERSTAND BUSINESS ENVIRONMENT AND BUSINESS IDEAS

Discuss interactively the PECS and Business Environment in relation to needlecraft. Allow the students to reflect and diagnose the PECS they already have and to improve. Activities were given to assess the outcome of students and evaluate whether students were able to acquired necessary PECS.

IV. DIAGNOSTIC TEST

Process and Delivery1. Guide the students to answer honestly and individually the diagnostic test found in the module, Pages 19-25. Give them time limit and ask them to write their answers in the answer sheet.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the diagnostic test to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.Check their answers using the key to correction below:I. Matching Type 1. E 2. B 3. C 4. D 5. F

II. Multiple Choice 1. D2. E3. G4. C5. F6. B7. H8. A9. I10. J

III. Identification1. Lazy daisy chain stitch or Detached chain stitch2. Split stitch3. Back stitch4. Blanket stitch5. French knot6. Slip stitch/single crochet7. half double crochet8. Slip stitch/single crochet9. Double crochet10. Treble crochet11. Slip knot12. Casting on13. Knit stitch14. Purl stitch15. Casting off16. Shadow quilting17. Sashiko18. Corded quilting19. Padded quilting20. Trapunto or Stuffed quilting

IV. EssayThe teacher will set criteria in grading the essay made by the learner. Each essay is equivalent to 5 point. The teacher may devise a set of criteria to rate the output of each students or use the following: Clarity and accuracy of concept 3 points Grammar Composition 2 points Total 5 points

V. Needlecraft: An Introduction

This topic is the beginning of discussion and orientation of the students to Needlecraft in general. The aim is to provide fundamental learning in preparing the students to a more complex discussion. It covers topics on safety and precautionary measures in needlecraft; project planning; packaging of finished products/projects and caring for all needlecraft articles which will be used to the entire quarter of the module. This will enable the students to value and promote systematic, clean and safe area while working on their future projects.

1st QUARTER: EMBROIDERY

PRE-ASSESSMENT

Process and Delivery1. Guide the students to answer honestly and individually the pre assessment found in the module, Pages 35-36. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the pre- assessment to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.

Key to Correction

A. Multiple ChoiceCBCAADBDBCMatching Type1. D2. A3. E4. F5. BIdentification1. Holbein Stitch2. French Knot3. Tent Stitch4. Rosette Chain Stitch5. Couching

PROCESS AND DELIVERY

A. Know

1. Embroidery: A Brief Background discuss briefly the definition of embroidery and its origin international and national. You may supplement information to motivate students in appreciating embroidery.2. Embroidery Tools and materials present the different tools and materials and their uses to the students so that they would be familiar and able to recognize such tools and materials used in embroidery. 3. Basic embroidery stitches discuss the different embroidery stitches and their common use as design to the material. Present the step by step procedure using pictures. Guide the students and imply the learning by doing activity. The teacher may also present some videos related to the proper execution of stitches to make the discussion more comprehensive. 4. Special kinds of embroidery guide the learner in identifying the different kinds of embroidery and the procedures. Present variety of finish products if possible.

B. Process

1. Let the students answer the activity on page 43 about successful entrepreneurship. This will help the students to appreciate embroidery and learn from the successful entrepreneurs. Guide questions intended for the interviewee were provided but the teacher can make modifications or add some other questions.

2. Instruct the students to answer the activity on page 57 and 58. This will help the students to be familiar with the different embroidery stitches. The answer will be given right away but to make it more interesting, the teacher can do it in a friendly competition style. The group will be divided into two. First to give the correct answer will gain points.

Key to Correction p.57Crosswords

Vertical6. Satin7. Rosette8. HolbeinHorizontal1. Fishbone2. Chevron3. Split4. Stem5. Tent

3. Let the students answer the activity on page 72-73. This will help the students to practice drafting a project plan which is essential before they begin their embroidered articles. This activity will be done before they craft their project. 4. Let the students answer the activity on page 74. This will be done after their project on Lets do it. This will help the students to understand better how to prepare financial statement report especially if their future projects are to be sold. This activity will be done before they craft their project.

C. Reflect and Understand

1. Let the students answer the activity on page 78. This will help the students to evaluate the strengths and weaknesses of their finished product. Guide the students as they turn their weakness into strength. The teacher may use the rubrics below or make some modifications:

- Relevance of answer 20% - Impact/originality of answer 20% - Solution presented is 50% Realistic and measurable - Grammar composition 10% TOTAL 100%

2. Guide the students as they answer page 79. Through this activity, teacher will recognize whether the student appreciate doing embroidered articles. This activity will be done after crafting their project.

3. Instruct the students to answer page 80. Encourage them to write freely their experience in making embroidered articles. This activity will be done after crafting their project.

D. Transfer

The learners are expected to accomplish the tasks given on page 75 using the rubric performance as a means of evaluating the output of the learners. Set the deadline for the submission.

1. Sampler Craft Book on Embroidery Stitches2. Embroidered Handkerchief with project plan and package3. Cross stitch with project plan and package4. Smocked Pillow Case with project plan and package

POST-TEST

1. Guide the students to answer honestly and individually the post assessment found in the module, Pages 81-82. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the post- assessment. Compare it to the result of their pre-assessment to measure how much students learned.

Identification1. Holbein Stitch2. French Knot3. Tent Stitch4. Rosette Chain Stitch5. CouchingA. Multiple Choice1. C2. B3. C4. A5. AMatching Type1. D2. A3. E4. F5. BKey to Correction

6. D7. B8. D9. B10. C

2ND QUARTER: CROCHETING

PRE-ASSESSMENT

Process and Delivery1. Guide the students to answer honestly and individually the pre assessment found in the module, Pages 84-85. Give them time limit and ask them to write their answers on their notebook.

2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the pre- assessment to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.

C. Identification1. beginning2. cluster3. yarn over hook4. stitch5. repeatD. EssaySuggested criteria for rating:-Clarity and accuracy 3 points of concept -Grammar Composition 2 points Total 5 pointsA. Multiple Choice1. C2. A3. D4. D5. BB. Matching Type1. A2. C3. D4. E5. FKey to Correction

PROCESS AND DELIVERY

A. Know

1. Crochet discuss briefly the definition of Crochet and its origin to motivate students in appreciating crochet.2. Tools and materials present the different tools and materials and their uses to the students so that they would be familiar and able to recognize such tools and materials used in crochet. 3. Crochet Terms and Abbreviations discuss the terms and abbreviations divided into the type of stitches and crochet instructions. The teacher can present it through activity so that learner will be more participative.4. Holding the yarn and Hook correctly demonstrate the proper holding of hook and yarn both for right and left handed5. Basic Stitches in Crocheting discuss the different crochet stitches. Present the step by step procedure using pictures. Guide the students and imply the learning by doing activity.

B. Process

1. Let the students answer the activity on page 99. This will help the students learn to assess quality work.2. Let the students answer the activity on page 72-73. This will help the students to practice drafting a project plan which is essential before they begin their embroidered articles.

C. Reflect and Understand

1. Guide the students as they answer page 105. Through this activity, teacher will recognize whether the student appreciate doing embroidered articles.

F. Transfer

The learners are expected to accomplish the tasks given on page 102 using the rubric performance as a means of evaluating the output of the learners. Set the deadline for the submission.1. Crocheted Wristband/Bracelet with project plan and package2. Crocheted hat with project plan and package3. Learner will make their own crochet product with project plan and package

POST-TEST1. Guide the students to answer honestly and individually the post assessment found in the module, Pages 106-107. Give them time limit and ask them to write their answers on their notebook.

2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the post- assessment. Compare it to the result of their pre-assessment to measure how much students learned.

C. Identification1. beginning2. cluster3. yarn over hook4. stitch5. repeatD. EssaySuggested criteria for rating:-Clarity and accuracy 3 points of concept -Grammar Composition 2 points Total 5 pointsA. Multiple Choice1. C2. A3. D4. D5. BB. Matching Type1. A2. C3. D4. E5. FKey to Correction

3RD QUARTER: KNITTING

I. PRE-ASSESSMENT

Process and Delivery1. Guide the students to answer honestly and individually the pre assessment found in the module, Pages 109-110. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the pre- assessment to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.

Key to Correction

III. Matching Type1. E2. A3. D4. B5. CII. Identification1. k2. sl3. tog4. Inc5. bet6. st7. 8. *9. alt10. yoI. Multiple Choice1. C2. A3. B4. A5. A

II. PROCESS AND DELIVERY

A. Know

1. Knitting: Brief Background discuss briefly the definition of knitting, its origin and advantages to motivate students in appreciating knitting.2. Two Methods of Knitting demonstrate the two methods of knitting3. Knitting Terms and Abbreviations discuss the terms and abbreviations in knitting instructions. The teacher can present it through activity so that learner will be more participative.4. Knitting Tools and Materials present the different tools and materials and their uses to the students so that they would be familiar and able to recognize such tools and materials used in knitting. 5. Basic Steps in Knitting Present the step by step procedure using pictures. Guide the students and imply the learning by doing activity. 6. Project Plan for Knitted Articles Review the previous discussion on the importance of project planning7. Starting off with the Project Guide students with tips useful before starting off their projects. Allow them to share their ideas too.

B. Process

1. Let the students answer the activity on page 118. This will help the students learn to develop their creativity and persuasion by making advertisements. To recognize the strengths and talents of the students, any form of advertisement is allowed whether through songs, poem, drawing, etc. The teacher may also allow selected students to perform it in front of the class. The teacher may use the following rubrics or make some modifications: - Concept 50% - Creativity 25% - Composition 15% - Originality 10% TOTAL 100%

2. Let the students answer the activity on page 130-131. This will help the students to practice drafting a project plan which is essential before they begin their embroidered articles.3. Let the students answer the activity on page 132. This will provide inputs how does the leaner perceive knitting.

C. Reflect and Understand

1. Guide the students as they answer page 135. Through this activity, teacher will recognize whether the student appreciate doing knitted articles.

D. Transfer

The learners are expected to accomplish the tasks given on page 133 using the rubric performance as a means of evaluating the output of the learners. Set the deadline for the submission.1. Compilation/Album of basic stitches in knitting2. Knitted belt with project plan and package2. knitted belt with project plan and package3. Learner will make their own knitted product with project plan and package

POST-TEST

1. Guide the students to answer honestly and individually the post assessment found in the module, Pages 136-137. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the post- assessment. Compare it to the result of their pre-assessment to measure how much students learned.

Key to Correction

III. Matching Type1. E2. A3. D4. B5. CII. Identification1. k2. sl3. tog4. Inc5. bet6. st7. 8. *9. alt10. yoI. Multiple Choice1. C2. A3. B4. A5. A

4TH QUARTER: QUILTING

I. PRE-ASSESSMENT

Process and Delivery1. Guide the students to answer honestly and individually the pre assessment found in the module, Pages 139-140. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the pre- assessment to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.

Key to Correction

B. Enumeration1. Tailors chalk2. Thimble3. Fabrics4. Needle5. Compass (Refer to page 142 for other answer)6. Make sure that needles are in pin cushions before and after using it.7. Never meddle with the work of others or tamper their tools (Refer to page 27 for other answers)8-10. Refer to page 149-151

A. Multiple Choice1. A2. A3. D4. C5. C6. A7. C8. B9. C10.C

II. PROCESS AND DELIVERY

B. Know

1. Quilting: A Brief Introduction discuss briefly the definition of quilting, its origin and advantages to motivate students in appreciating quilting.2. Quilting Tools and Materials present the different tools and materials and their uses to the students so that they would be familiar and able to recognize such tools and materials used in quilting. 3. Parts of a Quilted Article Discuss the parts of quilted article as foundation before one can create quilted products. The teacher shall provide illustrations so that students can understand more the topic.4. Types of Quilting Design Discuss the different types of quilting design to choose from in designing quilted articles. The teacher shall provide illustrations so that students can understand more the topic5. Kinds of Quilting - Discuss the Kinds of quilting. The teacher shall provide illustrations or finished products so that students can appreciate more the topic.6. Starting off with the Project Guide students with tips useful before starting off their projects. Allow them to share their ideas too.

E. Process

1. Let the students answer the activity on page 146. The students will role play the advantages and disadvantages of quilting. The teacher will divide the students into 5. In terms of rating, the following indicator may use or modified: - Concept 30% - Group coordination and unity 30% - Originality and creativity 20% - Audience impact 10% TOTAL 100%

2. Let the students answer the activity on page 151. This is to refresh the students about the 1st topic on project planning.

3. Let the students answer the activity on page 152-153. This will help the students to practice drafting a project plan which is essential before they begin their quilted articles.3. The teacher could also give an assignment to collect different pictures or bring quilted articles and give their observations to the product or picture.

F. Reflect and Understand

1. Let the students answer the activity on page 157. This will help the students to evaluate the strengths and weaknesses of their finished product. Guide the students as they turn their weakness into strength. Allow selected students to share it to the class. 2. Instruct the students to answer page 158. Encourage them to write freely their experience in making quilted articles through poem making. 3. Facilitate the learner as they perform their activity on page 159. After the activity, choose at least 3 students to share how do they feel after having the activity as well as the positive values/habits they have developed.

G. Transfer

The learners are expected to accomplish the tasks given on page 155 using the rubric performance as a means of evaluating the output of the learners. Set the deadline for the submission.1. Quilted Throw Pillow Cover with project plan and package2. Learner will make their own quilted product with project plan and package

POST-TEST

1. Guide the students to answer honestly and individually the post assessment found in the module, Pages 160-161. Give them time limit and ask them to write their answers on their notebook.2. Let the learners score their answers for the purpose of recall. Together with the students, analyse the results of the post- assessment. Compare it to the result of their pre-assessment to measure how much students learned.

Key to Correction

B. Enumeration1. Tailors chalk2. Thimble3. Fabrics4. Needle5. Compass(Refer to page 142 for other answer)6. Make sure that needles are in pin cushions before and after using it.7. Never meddle with the work of others or tamper their tools(Refer to page 27 for other answers)8-10. Refer to page 149-151A. Multiple Choice1. A2. A3. D4. C5. C6. A7. C8. B9. C10.C

SUMMATIVE

Key to CorrectionI. Matching Type 1. E 2. B 3. C 4. D 5. F

II. Multiple Choice 1. D2. E3. G4. C5. F6. B7. H8. A9. I10. J

III. Identification1. Lazy daisy chain stitch or Detached chain stitch2. Split stitch3. Back stitch4. Blanket stitch5. French knot6. Slip stitch/single crochet7. half double crochet8. Slip stitch/single crochet9. Double crochet10. Treble crochet11. Slip knot12. Casting on13. Knit stitch14. Purl stitch15. Casting off16. Shadow quilting17. Sashiko18. Corded quilting19. Padded quilting20. Trapunto or Stuffed quilting

IV. EssayThe teacher will set criteria in grading the essay made by the learner. Each essay is equivalent to 5 point. The teacher may devise a set of criteria to rate the output of each students or use the following: Clarity and accuracy of concept 3 points Grammar Composition 2 points Total 5 points

SUMMARY

Needlecraft products are ubiquitous items in the Philippine market. They are applied or used in novelty items or in functional ones from the most simple wristband or cellular phone holders to items such as bags and clothes. They are available for sale in simple kiosks in bazaars, in stalls at renowned shopping areas like Divisoria and Quiapo, and even in upscale malls and boutiques. Philippine-made articles from needlecrafts even enjoy international reputation as evidenced by a steady-stream of demand for exported products. Indeed, the demand for needlecraft products makes the skills for neddlecraft techniques an empowering competency to have.

Needlecraft or needlework, as the name implies, pertains to articles created, either by hand or machine, using needles to apply design and techniques. Needlecrafts include: embroidery, crocheting, knitting, tatting, smocking, quilting and patchwork. The size, shape, and material of the needle may vary depending on its use but it is these variations that discriminate one technique from the other. Each type of needlecraft has also its own set of tools and materials, as well as basic and advanced stitches. The appropriate application of the materials, techniques, and design principles create unique neddlecraft articles that can command value for money and the arts.

This module presented at least four types of needlecraft, namely embroidery, crocheting, knitting, and quilting. Each lesson, with the aid of the teacher, would enable almost anyone to learn how to come up with basic, and with more practice and proficiency, even complex projects. Each project also required a plan that trains the learners for a systematic work procedure and to identify and manage the available resources, including money. There is also additional training on the packaging of the products. These trainings become relevant when these articles are considered for an entrepreneurial venture. Indeed, the competencies that one can learn in needlecraft can truly empower a Filipino citizen.

GLOSSARY

AccentuateTo make something more noticeable or to emphasize.

AdaptableAbility to change or be changed in order to fit or work better in some situation or for some purpose.

ArticleA particular object or item.A nonfictional literary composition that forms an independent part of a publication, as of a newspaper or magazine.

BackingSomething that forms, protects, supports or strengthens the back of something.

BattingCotton, wool, or synthetic fiber wadded into rolls or sheets, used for stuffing furniture mattresses and for lining quilts.

CompetencyThe quality of being adequately or well qualified physically and intellectually.

EnterpriseA business organization. It is the results of entrepreneurship done by entrepreneurs.

EntrepreneurA person who organizes, operates and assumes the risk for a business venture.

EntrepreneurshipThe state, quality, or condition of being an entrepreneur, an organizer or promoter of business ventures. It is the process done by the entrepreneur to create enterprise.

FlexibleCapable of being bent or flexed or ability to adapt.

FuzzyCovering with fine light hairs.

GeometricUsing simple geometric forms such as circles and squares in design and decoration.

GinghamA yarn-dyed cotton fabric woven in stripes, checks, plaids, or solid colors.

IndigoA blue dye, obtained from various plants, especially of the genus Indigofera, or manufactured synthetically. Its color is ranging from deep violet blue to dark grayish blue.

KeroseneA thin oil distilled from petroleum or shale oil, used as a fuel for heating and cooking and in lamps.

LaunderTo wash or prepare laundry.

LoopA curving or doubling of a line so as to form a closed or partly open curve within itself through which another line can be passed or into which a hook may be hooked.

MeddleTo interfere officiously or annoyingly; or involve oneself without right or invitation; interfere.

MotifA dominant theme or central idea.

PerforatedHaving a hole or holes, especially a row of small holes; separated into parts or laid open or penetrated with a sharp edge or instrument.

PierceTo make a hole through.

PleatsA fold in cloth made by doubling the material upon itself and then pressing or stitching it into place.

PolyesterAny of a group of polymers that consist basically of repeated units of an ester and are used especially in making fibers or plastic; also: a product (as a fiber or fabric) composed of polyester.

SkeinA long piece of yarn or thread that is loosely wound.

SpoolA round object that is made to have something (such as thread, wire, or tape) wrapped around it.

SuperbSurpassingly good; excellent.

Tactilerelating to the sense of touch.

TenacityThe state or quality of being tenacious; holding together firmly.

TensionThe act of stretching or straining; A number of stitches and number of stitches and number of rows to a given measurement.

TransparentAble to be seen through.

VentureTo start to do something new or different that usually involves risk.

WringTo twist, squeeze, or compress, especially so as to extract liquid.

Yarn OverUsed either to increase stitch count or add a decorative opening in the fabric - or both; the action of putting the yarn over the needle.