School Grade Level TLE VI

Teacher Learning Area Home Economics

Time and Quarter
Dates
I. OBJECTIVES
CONTENT STANDARDS Demonstrates an understanding of and skills in managing family
resources
PERFORMANCE Manages family resources applying the principles of home
STANDARDS management
LEARNING 1.1 Identifies family resources and needs (human, material, and
COMPETENCY nonmaterial)
CODE 1.1.1 list of family resources
TLE6HE-Oa-1 (1 or 2 days to teach)
PEDAGOGICAL Concept Mapping
METHOD:

II. CONTENT Management of family resources

III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide
Learning Materials
Textbooks:
Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning http://www.ebook.gov.bd/nbook/classXI-
Resources XenglishHome%20Econo-9-10.pdf

IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing previous Generate ideas from the Generate ideas from learners about
lesson or presenting the learners about their their definition of resources (concept
new lesson definition of resources. mapping)
Let their answers be
written on the board or Resources are a stock or supply of
scratch paper. money, materials, staff, and other
(the teacher may assets that can be drawn on by a
supply/enhance the person or organization in order to
definition given by the function effectively.
learners)

Resources are a stock or

 supply of money,
materials, staff, and other
assets that can be drawn
on by a person or
organization in order to
function effectively.
B. Establishing a Using the definitions Using the definitions given by the
purpose for the lesson given by the pupils, elicit pupils, elicit from the class the
from the class the meaning of resources and later
meaning of resources family resources.
and later family resources
Let the class give examples based
from the definition.

C. Presenting examples/ Give examples of family The learners are asked to give
instances of the new resources. Pupils will examples of family resources.
lesson give/add examples of
family resources.

Discuss the Types of Divide the class into five groups.

Family Resources such:
Human, Material and Group 1-3. Give them information
Non-material using about the three types of family
PowerPoint Presentation resources. Each group will discuss
D. Discussing new eachtype-based from the given
concepts and practicing Refer to the responses of information.
new skills #1 the learners from the
given examples of Group 4 and 5 will classify the
resources. Let the pupils responses of theirclassmates on the
classify them into Human, examples of resources from the
Material and Non- previous activity and give additional
material. examples.

E. Discussing new Mention that the Mention that the resources

concepts and practicing resources generated from generated from the discussion need
new skills#2 the discussion need to be to be managed.
managed.
Ask the learners of their idea about
Ask the learnersof their management and let them give
idea about management examples.
and let them give
examples. Let the pupils identify the
importance of management of
Emphasize the resources in the context of family.
importance of
management of Refer to the response of the
resources in the context learners on the examples of
of family. resources. Depending on the
response, focus on an example
Refer to the response of provided by the learners e.g. time.
the learners on the Time is in the category of
examples of resources. nonmaterial.
Depending on the
response, focus on an Time is gold. It is a God-given gift
 example provided by the that must be valued and used
learners e.g. time. Time wisely. Time is short and once lost,
is in the category of cannot be regained. Proper time
nonmaterial. management can bring good results.

Time is gold. It is a God-

given gift that must be Let the learners give the advantages
valued and used wisely. of proper time management.
Time is short and once Examples are also provided.
lost, cannot be regained. (3) Happiness and security for
Proper time management having accomplished something
can bring good very important for the day;
results.(Teacher may (4) More time to spend for family
explain this further with members after accomplishing the
the learners) planned activity; and
More time to attend to other
Let the learners give the constructive activities and
advantages of proper worthwhile projects.
time management.
Examples are also
provided.
(1) Happiness and
security for having
accomplished
something very
important for the day;
(2) More time to spend for
family members after
accomplishing the
planned activity; and
More time to attend to
other constructive
activities and worthwhile
projects.

F. Developing mastery Time can be managed properly by scheduling activities wisely.

(Leads to Formative Make plan for every activity. Routinize some activities based on
Assessment 3) available time and how often these tasks have to be done.

The preparation of a realistic daily time schedule is a helpful

management tool to help the students identify and prioritize
activities

Ask the learners to prepare a one-day time and work schedule.

(Group Activity)

The identified reporter will be asked to present their schedule.

G. Finding practical Explain why they have included the activities in their schedule.
applications of concepts Clarify why they have allotted the number of minutes in the
and skills in daily living activities.

H. Making The class is expected to:

generalizations and • Define family resources
abstractions about the • Define management in the context of the family
lesson • Determine the importance of management of resources.
• Provide examples of resources e.g. time
The discussion will be synthesized by the teachers and relate
one discussion point to another.

I. Evaluating learning Referring to the resources identified by the learners, ask them to
choose one and explain why this is important.
J. Additional activities Research on Maslow’s Research on Maslow’s Hierarchy of
for application or Hierarchy of needs. needs.
remediation List your basic needs List your basic needs
V. REMARKS
VI. REFELECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
School Grade Level TLE VI
Teacher Learning Area Home Economics
Time and Dates Quarter
I. OBJECTIVES
CONTENT STANDARDS Demonstrates an understanding of and skills in managing
family resources
PERFORMANCE Manages family resources applying the principles of home
STANDARDS management
LEARNING 1.1.2 List of Basic and Social needs
COMPETENCY
CODE TLE6HE-0a-1(1 or 2 days)
PEDAGOGICAL METHOD: Concept Mapping, Differentiated Instruction
II. CONTENT
Management of family resources
III. LEARNING
RESOURCES
A. References:
Teacher’s Guide Curriculum Guide
Learning Materials
Textbooks:
Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning https://www.slideshare.net/cedrickalguzar/maslows-hierarchy-
Resources of-needs-26043846

https://www.slideshare.net/sidbarat/maslows-theory-of-
hierarchy-of-needs

https://www.familyconsumersciences.com/2019/02/maslows-
hierarchy-of-needs-an-interactive-lesson/

PowerPoint Presentation
Strips of Colored Papers
Manila Paper
Pentel Pens
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous Recap of what was discussed Recap of what was discussed
lesson or presenting the previously. previously.
new lesson What was our yesterday’s
lesson? How can we Ask the pupils about how they
familiarize ourselves with perceive the word ‘NEEDS’
management of family through concept mapping.
resources?
Can yougive example of
family resources?
 Let them categorize into
human, material and non-
material?
B. Establishing a Tell: There are two types of Tell: There are two types of
purpose for the lesson needs - BASIC and SOCIAL needs - BASIC and SOCIAL
needs. needs.
What are the difference of What are the difference of
these two resources? these two resources?

C. Presenting examples/ In a piece of paper write In a piece of paper write down

instances of the new lesson down your family basic needs your family basic needs and
and social needs. Select social needs. Select some
some pupils to writetheir work pupils to writetheir work on the
on the board.Let them write board.Let them write on the
on the column for Basic or column for Basic or Social
Social needs. needs.

Let the selected pupils justify

why they put it in that particular
column.
Refer to the answers of the pupils.
Tell that each family member has his or her needs according to
Maslow’s Hierarchy of Needs.
(Teacher to discuss Maslow’s Hierarchy of Needs using
D. Discussing new concepts PowerPoint Presentation).
and practicing new skills #1
Emphasize that basic and social needs are important in the
development of a person.

Ask the class who among them have the same answers based
from what are written on the board and compare from the
Maslow’s Hierarchy of Needs.
E. Discussing new concepts Activity: Group Activity: Divide Group Activity: Divide the class
and practicing new skills#2 the class into four groups. into four groups. Each group
Each group will be given 5 will be given 5 minutes to
minutes to prepare their prepare their output and 2-3
output and 2-3 minutes minutes presentation. Let the
presentation. Let the group group members emphasize the
members emphasize the family’s basic and social
family’s basic and social needs.
needs. Output by group:
Gr.1 – Make a skit about a
Output by group: family’s conversation about
Make a slogan or poster their needs
about the importance of basic Gr. 2 – Make a slogan showing
needs and social needs in the the importance of basic and
development of a person and social needs of a family
with the family. Gr. 3 – Make a poster showing
the importance of basic and
social needs of a family
Gr.4- Debate. The opposing
teams will argue on which is
more important-basic or social
needs of the family.
F. Developing mastery (2 to 3 minutes presentation (2 to 3 minutes presentation
(Leads to Formative each group) each group)
Assessment)
Selected pupils will present Each group will present their
their output and explain their output and explain its
work. relevance and importance

Each group will give rating to Each group will give rating to
the other groups using the the other groups using the
following criteria: following criteria:

RUBRICS FOR RUBRICS FOR

DIFFERENTIATED ACTIVITY: DIFFERENTIATED ACTIVITY:

Content/Relevance – 45 % Content/Relevance – 45 %
Presentation/Creativity– 30 % Presentation/Creativity– 30 %
Cooperation – 15% Cooperation – 15%
Timeliness – 10% Timeliness –10%

G. Finding practical Situation: Your family is going Situation: Your family is going
applications of concepts to buy things in the mall/store. to buy things in the mall/store.
and skills in daily living Your parents told you to Your parents told you to
help.Which among the help.Which among the
products are you going to products are you going to
purchase? Tell the reason/s purchase? Tell the reason/s
why you chose those why you chose those products.
products. (You may use printed pictures
(You may use printed pictures or in PowerPoint)
or in PowerPoint)
Emphasize the importance of
Emphasize the importance of Needs over wants of the
Needs over wants of the family.
family.
H. Making generalizations Using Venn Diagram, Using Venn Diagram, compare
and abstractions about the compare the basic and social the basic and social needs.
lesson needs. Write your answers in Write your answers in meta
meta cards. cards and parts on the
(Teacher may put first the corresponding parts of the
sample at the middle with diagram. (Teacher may use
both basic and social needs) Manila paper)

Basic Social

Basic Social
I. Evaluating learning List the basic and social Identify the basic and social
needs of your family by needs in the following
referring to their previous sentences. Circle the word if
activity under discussion of it’s basic need and box the
new concepts. Write them word if its social need.
down in the proper column. 1. Human beings cannot
(Pupils may write their answer survive in the absence of food
in their notebook/paper) to eat, water to drink, and
BASIC SOCIAL house to live.
2. The education teaches us
easy method to live in various
difficult life situations.
3. A person needs a
companion as he or she grows
up.
4. Developing good friendship
with others helps someone to
boost his or confidence.
5. Free breakfast and lunch for
the pupils are really delightful
for them.
J. Additional activities for Using the list of family basic and social needs you have learned
application or remediation today, write a paragraph about the importance of the needs of
the family and its impact to all family members.

V. REMARKS

VI. REFELECTION
E. No. of learners who
earned 80% on the
formative assessment
F. No. of learners who
require additional
activities for remediation.
G. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
H. No. of learners who
continue to require
remediation
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

A. OBJECTIVES
A. Content Standard Demonstrates an understanding of skills and in managing
family resources
B. Performance Standard Manage Family Resources applying the principle of Home
management
C. Learning Competencies/ 1.2 Enumerates sources of family income.
Objectives
TLE6HE-0a-2 (1 Day)
II. CONTENT Management of family resources
III. LEARNING
RESOURCES
1. References
2. Teacher’s Guide Pages
3. Learner’s Materials
4. Textbook pages
5. Additional Materials
6. Other Learning Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous What is Family Resources? What is Family
lesson What are the resources and Resources?
needs of your Family? What are the resources
What do want in Life? Do you and needs of your
have your dreams or Family?
aspiration in life? What do want in Life? Do
you have your dreams or
aspiration in life?
B. Establishing a purpose for Group the pupils into 4 groups
the lesson 1st and second group will list down some of the resources
of the family While the other 2 groups will list down the
needs of the family.

Let each group will say something about their works.

C. Presenting Show to class some pictures. Let them identify what are
examples/instances of the in the pictures. Ask them whether it is a basic needs or
new lesson resources.

Note: more pictures

may be shown by the teacher)

Every family possesses goals,aspirations, priorities,

needs and wants in life. These are needed to achieve and
fulfill their aspirations to minimize life misery.

D. Discussing new concepts Discuss the definition of Video clips showing

and practicing new skills terms: Salary, Benefits, different sources of family
#1 Business, Savings, income. Let the pupils
Inheritance identify the different
sources of family income.
E. Discussing new concepts Teacher gives situational Ask the pupils to identify
and practicing new skills analysis for the pupils to the different sources of
#2 identify what source of family income and
income does it belong. explain briefly.
Ex: Father receives money
from his employer every end
of the month, what kind of
resources does it belong?
Answer: salary
F. Developing mastery Group Activity: Group Activity:
(Leads to formative Classify the different sources Give examples of the
assessment 3) of family income as to Salary, different sources of family
Benefits, Savings, Business, income as to Salary,
Inheritance Benefits, Savings,
Business, Inheritance.
G. Finding practical Which of the following How are these sources of
applications of concepts sources of family income is income can help family’s
and skills in daily living most familiar to the family and financial status
explain how it helps in the improve/prosper?
daily living?

H. Making generalizations What are the different Identify the different

and abstractions about the sources family income and sources of family income
lesson enumerate? and give examples.

V. EVALUATING Enumerate the different Enumerate and define

LEARNING sources of family income and the different sources of
give examples. family income.
 VI. Additional Activities for
application or Enumerate other sources of family income.
remediation
VII. REMARKS
VIII. REFLECTION

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard Demonstrates an understanding of and skills in managing
family resources.
B. Performance Standard Manages family resources applying the principles of home
management.
C. Learning Competencies/ Allocates budget for basic and social need such as:
Objectives 1.3.1 Food and Clothing

TLE6HE-0b-3
D. Learning Objective:
E. Pedagogy Method
F. Values
2 CONTENT Management of Family Resources
3 LEARNING RESOURCES
1. References TLE Budget of Work
Home Economics 6, pages 136 – 144
2. Teacher’s Guide Pages
3. Learner’s Materials Pictures, Video clips
4. Textbook pages Learning and Living in the 21st Century (A Worktext in
Home Economics and Education), Leonora
D. Basbas, Ph.D page 52-53
5. Additional Materials
6. Other Learning Power point Presentation, Chart, Newsprint, Worksheet
Resources
4 PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous Guessing Game: Vocabulary
lesson words about Family Income
and Budget
1 Review of the past lesson:
What are the sources of
family income?
2 Motivational Question:
What are the basic needs of
every Filipino family?
 What is the most effective
way to handle money wisely?
B. Establishing a purpose (Present a sample of a family budget)
for the lesson Family Income: Php 25,000.00 (Net/month)

Items of
Percentage Equivalent in
Expenditures
Allotment Peso
Food
40% 10,000.00
Clothing
5% 1,250.00
Shelter
20% 5,000.00
Education
20% 5,000.00
Social Needs
and Moral
10% 2,500.00
Obligation

Savings
5% 1,250.00
100% 25,000.00

C. Presenting a. Hence the allocated budget for food is 40% and

examples/instances of clothing is 5% of the family income; the needs of the
the new lesson family must be based from the allotted amount of
2,500.00.
(Reminder, the allotted percentage is not
constant)
b. List down the needs for Food and Clothing
Food
Clothing

Goods/Groceries New
Dress
Vegetables, meat,
Underwear,
Fish, etc.
Laundry

c. Among the lists, what are the priorities?

Example:
Food: Goods, vegetables, fish, meat, etc.
Clothing: Laundry soap, underwear, socks

Month
Food January
A. Goods/
Groceries
B. Vegetables,
Meat, fish etc.
Week 1 2,000
 Week 2 1,900
Week 3 2,100
Week 4 2,200
Total 8,200
Savings 300

Clothing
A. New Dress X
B.Underwear,
500
Socks, etc.
C. Repair x
D. Laundry
650
soap
Total 1,150
Savings 100
A. New Dress X
B.Underwear,
500
Socks, etc.
C. Repair x
D. Laundry
650
soap
Total 1,150
Savings 100

How much is the annual budget for food and clothing?

How much is the consumed budget for food
and clothing?
How much is the savings for food and
clothing?

D. Discussing new a. Develop the numeracy skills of the pupils to

concepts and practicing compute on budget allocation allotted for Food
new skills #1 and Clothing needs.
Data 1. Family income - 30,000.00
Percentage allotment
For Food - 40%

For Food - 40%

Data 2. Family Income (Clothing) -

30,000.00
Percentage Allotment - 7%

Equiv. in Expendit Amount Savings Equiv. in

Peso ures Peso
? A.
Food
Goods
Data 2. Family Income (Clothing) -
30,000.00
Percentage Allotment - 7%

Equiv. in Expendit Amount Savings

Peso ures
 ? A. New A.
Dress B.
B. C.
Transpor
Clothing
tation
C.
Laundry
Soap

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Compute the percentage
(Leads to formative allotment of the family income
assessment 3) 1. Family Income
- 10,000.00
Percentage
Allotment - 40%

2. Family Income
- 15,000.00
Percentage
Allotment - 10%

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations What is the purpose of
and abstractions about Budgeting?
the lesson What is the significance
of giving budget allocation on
Food and Clothing?

5 Evaluating Learning Compute the allocated budget for food with the
given family income.

A. Rivera’s family income is 35,000.00 per month.

40% of their income is allocated for food and 5%for
clothing.
1. What is 40% of Php5,000.00?______________
2. What is 5% of Php 5,000.00?_______________

B. Valenciano’s family income is Php 40,000.00 per

month. 43% of their income goes to food and
7% for clothing. How much is their budget for food
and clothing?
3. What is 43% of Php 0,000.00?______________
4. What is 7% of Php 0,000.00?_______________

C. Hidalgo’s family income per month is Php

26,000.00. How much is their food budget if 35% is
allocated for it?
5. What is 35% of Php
 26,000.00?______________

6 Additional Activities for 1. Ask your parents about your family income.
application or remediation 2. Make a monthly family budget allocating for food and
clothing.
3. Follow the data given on the table:

Family income:___________ Family

size:_______________

Items of Expenditures Percentage Equivalent

Allotment in Peso
Foods
A. Goods/Groceries
B. Vegetable, meat,
and
Etc.
Week 1
Week 2
Week 3
Week 4
Clothing
A. New Dress
B. Underwear, socks and
Etc.
C. Laundry Detergent

7 REMARKS
8 REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard Demonstrates an understanding of and skills in managing
family resources.
B. Performance Standard Manages family resources applying the principles of home
management.
C. Learning Competencies/ 1.3.2 Allocates budget for basic and social need such as:
Objectives Shelter and Education
TLE6HE-0b-3
II. CONTENT Management of Family Resources
III. LEARNING
RESOURCES
1. References CG – page 36
2. Teacher’s Guide Pages
3. Learner’s Materials
4. Textbook pages Learning and Living in the 21st Century (A Worktext in
Home Economics and Education), Leonora
5. Additional Materials
6. Other Learning Power point Presentation, Chart, Newsprint
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous
lesson
B. Establishing a purpose a. Using the problem-based learning (PBL) approach, the
for the lesson class will be asked to come up with
solutions to the problem presented relative to management
of family resources.
b. Present the sample of a family budget.
c. Ask the class to identify where the income goes
or what the family includes in the budget.
d. Present the budget components and its
percentage allocation that focus on the budget.
e. Discuss thoroughly the impact of the allocated
budget for Shelter and Education.
f. Explain the numeracy skill on percentage
allotment.
Example:
Shelter is 20% of the family income of
25,000.00
20% of 25,000.00 = 5,000.00

Education is 20% of the family income of

25,000.00
20% of 25,000.00 = 5,000.00

Family Income

Items of Percentage Equivalent in

 Expenditures Allotment Peso

Food
40% 10,000.00
Clothing
5% 1,250.00
Shelter
20% 5,000.00
Education
20% 5,000.00
Social Needs
and Moral
10% 2,500.00
Obligation

Savings
5% 1,250.00

100% 25,000.00
C. Presenting a. Hence the allocated budget is 20% for
examples/instances of shelter and 20% for education of the family income;
the new lesson the need of the family must be based from the
allotted amount of 5,000 for shelter and
5,000 for education.
(Reminder, the allotted percentage is not
constant)
b. List down the needs for Shelter and
Education
c. Allocated budget for such needs (answers
will vary depending on the family’s context or
needs)

Shelter Education
Rent/Amortization School Supplies
Repainting Transportation
Repair Project
Allowance
Ask the class:
How much is the monthly budget for shelter and
education?
How much is the consumed budget for shelter and
education?
How much is the savings for shelter and education?

D. Discussing new Develop the numeracy skills of the pupils to compute on

concepts and practicing budget allocation allotted for shelter
new skills #1 and education needs.

Monthly Income - 20,000.00

Percentage allotment for Shelter - 20%
Percentage allotment for Education - 20%

Budget Equiv. in Expendit Amount Savings

Compon Peso ures
ents
 Shelter ? Rental Php ?
Maintena
nce
Education ? Php ?

E. Discussing new Teacher will provide more Teacher will provide more
concepts and practicing tasks/situations tasks/situations
new skills #2
F. Developing mastery Compute the percentage allotment of the family income
(Leads to formative 1. Family Income 10,000.00
assessment 3) Percentage Allotment for education 20%

2. Family income
15,000.00
Percentage Allotment for shelter 20%

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations What is the purpose of Budgeting?
and abstractions about What is the significance of giving budget allocation on
the lesson shelter and education?
What do we need to follow strictly the allotted budget?

V. EVALUATING Rivero family’s income is 40,000.00 per month. Compute

LEARNING the allocated budget for the following
Food 40%
Clothing 10%
Shelter 10%
Education 20%
Social needs and moral obligation 10%
Savings 10%

Budget Percentage Equivalent in Peso

Component Allocation

VI. Additional Activities Write a paragraph explaining what will happen if the family
for application or does not live within the budget.
remediation
VII. REMARKS
VIII. REFLECTION
School Grade Level TLE VI
Teacher Learning Area Home Economics
Time and Dates Quarter

9 OBJECTIVES
G. Content Standard Demonstrates an understanding of and skills in managing family
resources
H. Performance Manages family resources applying the principles of home
Standard management
I. Learning Allocates budget for basic and social needs such as:
Competencies/ 1.3.3 social needs: social and moral obligations (birthdays,
Objectives baptism,etc. family activities, school affairs
.TLE6HE-0b-3(1 or 2 days)
II. CONTENT Management of family resources
Allocating budget for basic and social needs
III. LEARNING
RESOURCES
7. References Learning and Living in the 21st century (A Work text in Home
Economics and Education, Leonora D. Basbas,Ph.D
8. Teacher’s Guide CG page 36
Pages
9. Learner’s Materials Power point presentation
Manila paper
Pentel pen
Freedom tree
Meta card
Crayon
Chart of table
10. Textbook pages Page 52-53
11. Additional
Materials
12. Other Learning
Resources
IV. PROCEDURE AVERAGE LEARNERS FAST LEARNERS
S
A. Reviewing A. Review A. Class, who can give a
previous lesson What have you learned recap of our lesson
from yesterday’s lesson yesterday?
about the budget
allocation in shelter and B. Motivation
education?
What is the importance I have here a group of words.
of budget allocation? Let us identify and paste it
B. Motivation according to the heading of
Present the 2 groups of the pocket.
picture. - Birthday party
Picture A – Social Needs - Wedding
Picture B – Moral - Baptism
Obligation - Reunion
1. Who can describe - School activities
the pictures? In - Feeding
Group A? and Group - Clean up drive
 B? - Fiesta

Social Needs

Moral Obligation
B.Establishing a The teacher will present the same table as of yesterday’s
purpose for the lesson. We Let the leaners focus on the other allocation which is
lesson social and moral obligations. More responses should be elicited
from the learners.
C. Presenting (Lecture Discussion) (Panel Presentation
examples/instance Present the topic of the lesson strategy)
s of the new lesson using the power point Note: Assign 2 pupils before
presentation or chart. the day of the lesson to
Explain the concept with the use conduct research on the
of the pictures used in the given topic and study.
motivation. Call two (2) participants as
Guide the pupils to come up presenter to present the idea
with the budget allocation on of the topic.
social needs and moral Today, we have two
obligation. speakers. (introduce the
speaker then the topic to be
presented)
(Utilize the projector)
Speaker 1. Talk on social
needs
Speaker 2. Talk on moral
obligation

D. Discussing new Based on our discussion, we Based on our speakers’

concepts and have certain social and moral discussion, we have certain
practicing new obligations to ourselves and social and moral obligations
skills #1 others including family to ourselves and others.
members.
Allocating budget for the
Present and let the class family who attends personal
explain/site their events like birthdays,
reasons/opinions: anniversaries, weddings,
Allocating budget for the family among others can be
who attends to personal events considered. The family also
like birthdays, anniversaries, has their own moral
weddings, among others can be responsibility to society.
considered. The family also has There are families that have
their own moral responsibility to their own outreach activity
society. There are families that like feeding program in
have their own outreach activity depressed areas, visiting an
like feeding program in orphanage or home for the
depressed areas, visiting an aged. Other families prefer
orphanage or home for the environmental conservation
 aged. Other families prefer projects. Financial resources
environmental conservation are needed to support these
projects. Financial resources are endeavors.
needed to support these Values integration: Giving
endeavors. and Sharing
(Emphasize the values of giving
and sharing)
What do you think is the Filipino
values of doing this activity?
E. Discussing new Financial resources are needed to support the project.
concepts and Therefore, the family needs to allocate budget for the social and
practicing new moral obligation.
skills #2 Based on our previous lessons, there are budget allocations as
reflected on social and moral obligation.
(Present the data from the graph)
Family Income 25,000.00
Family size 4

Items %Allot. Equivalent

in Peso
Food 40% 10,000.00
Clothing 5% 1,250.00
Shelter 20% 5,000.00
Education 20% 5,000.00
Social Needs and Moral 10% 2,500.00
Savings 5% 1,250.00
Total 100% 25,000.00

The family income per month is 25,000.00 and the budget

allocation is 10%.
How much are 10% of 25,000?

F. Developing Group Activity Group Activity

mastery (Leads to Group 1
formative Compute the percentage The family income of Mr.
assessment 3) allocation: Bernardo is 12,000.00 and
Group 1 the budget allocation is 12%.
10% of 16,000.00 How much are 12% of
12,000.00
Group 2 Group 2
15% of 12,000.00 The newlywed has a joint
income of 50,000.00 per
Group 3 month. What is the equivalent
5% of 4,000.00 peso if their budget allocation
for social and moral
Group 4. obligation is 15%?
12% of 12,000.00 Group 3
The religious sector allocate
budget for social and moral
obligation of 14 %. Their fixed
income is 35,000. How much
are the budget allocations?
Group 4.
The Senior Citizen allotted
 budget for the orphanage of
16%. Their savings is
56,000.00. How much is the
equivalent peso?
(Presenting the output)

G. Finding practical Class, suppose the monthly

applications of Board Work income of the family is
concepts and skills Allocating Budget 8,000.00 per month and the
in daily living Giving application budget allocation is 10%,
1. Proposed expenses therefore the equivalent peso
Example 1 are________?
(800.00) 1. What activities in
Feeding Program social and moral
Food - 400.00 obligation would you
Disposable Items -200.00 like to do?
Transportation – 200.00 2. How will we budget
How much is the total the 800.00?
expenses? 3. Let us identify the
proposed expenses.
Example 2 (800.00) Example 1
Birthday (800.00)
Food – 600.00 Feeding Program
Balloons – 200.00 Food - 400.00
New dress – 0 Disposable Items -
New shoes – 0 200.00
Gadget – 0 Transportation –
Why new dress, new shoes 200.00
and gadgets have no 4. How much is the total
allocation? of expenses?
Example2 (800.00)
Birthday
Food – 600.00
Balloon – 200.00
New dress – 0
New shoes – 0
Gadget – 0
Why is it that new
dress, new shoes and
gadgets have no
allocation?

H. Making Using a meta card, write a word (Collaborative Approach)

generalizations of what you have learned today. Using a cartolina and
and abstractions Paste on a freedom tree. crayons, make an illustration
about the lesson of what you have learned
today. (Poster exhibit and
presentation)
 1. What words are
commonly observed?
2. Words support the
lesson.

V. Evaluating Complete the data. Compute the budget

Learning allocation.
The family of Sarmiento had 1. Ana has an income of
allocated 2,500.00 for social 1,500.00 per
needs and moral obligations. He
allocate the budget for the month. Her budget
following items. allocation on her birthday is
50%. What is the equivalent
Items Amount in peso?
Birthday
Rabuz 2. Mr. Roger won first
School prize during the
Activities contest festival. He
Total received 45,000.00.
His dream is to
donate school
supplies to the
indigent pupils to his
alma mater. He
allocates 50% of his
prize. How much is
the equivalent peso?
Php ______
Complete the table
below.
Items Amount
Notebook
School bag
Pad paper
Total

VI. Additional Conduct an interview to your parents, relatives or neighbor.

Activities for Answer the following questions.
application or 1. How do you allocate social needs from your family
remediation income?
2. How much is the percentage allocation for your social
needs?

VII. REMARKS (If in case the activities of the lesson are not carried out on the
duration of period, the teacher will simplify the activity based on
the level of the pupils.
VIII. REFLECTION
School Grade Level TLE VI
Teacher Learning Area Home Economics
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard Demonstrates an understanding of and skills in managing
family resources
B. Performance Manages family resources applying the principles of home
Standard management
C. Learning 1.3.4 Allocates budget for basic and social needs such as:
Competencies/Obj savings/emergency budget (health, house repair)
ectives
TLEHE-0b-3 (1 day)
II. CONTENT Management of family resources
Allocating budget for basic and social needs.
III. LEARNING
RESOURCES
1. References Learning and Living in the 21st century (A Work text in Home
Economics and Education, Leonora D. Basbas,Ph.D
2. Teacher’s Guide CG page 36
Pages
3. Learner’s Piggy bank
Materials Power point presentation
Manila paper
Cartolina
4. Textbook pages Page 52-53
5. Additional
Materials
6. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing A. Review A.Review
previous Who can give an Who can recap our lesson
lesson example of a social yesterday?
need? Moral obligation?
B. Motivation B.Motivation
Present a piggy bank (Present the saying)
(Actual) “Save for the rainy days”
Who can share something
about this saying?

Who can tell a short

story about this piggy
bank?(similar stories
may be replaced by the
teacher)
B. Establishing a Group Activity (Brainstorming Strategy)
purpose for (Corner Strategy) From the saying presented,
the lesson Assign the group to look for a group the class into 5.
corner with activity card. Distribute the activity card.
 Arrange the scrambled letters to Group 1
form a word. Paste it on a news List at least 5 words that
print provided. Let them read. describe about savings.
- Ngsavis(savings) Group 2
- Enspexes(expenses) Think of a family activity
- Aclloaiont (allocation) that you can budget the
- Gtedub(budget) amount of 2,500 without
- Erpecngate(percentage) any shortage of fund.
Class these words are very Group 3
important to our lesson. Plan a rabuz to a depressed
area. The budget is
Unlock the difficulties. 1,200.00.
Group 4
Organize a school activity
for a closing party. The
budget is 1,000.00.
Group 5
Plan a cooking
demonstration in a
community. The budget is
500.00.

(Presentation of Output)

C. Presenting (use the same table for the presentation to connect the
examples/inst continuation of the lesson)
ances of the Family Income 25,000.00
new lesson Family size: 4
Items % Allot. Equivalent in Peso
Food 40% 10,000.00
Clothing 5% 1,250.00
Shelter 20% 5,000.00
Education 20% 5,000.00
Social Needs 10% 2,500.00
Savings 5% 1,250.00
Total 100% 25,000.00
D. Discussing (Present and discuss the content of the lesson using the power
new concepts point presentation/newsprint.)
and practicing
new skills #1 Savings is a separate amount of money that is set aside for
emergency purposes of allotted for something to be bought in
the future.

“Save for the rainy days” so the saying goes. This is very true
when it comes to family management. You can never tell what
will happen in the future. It is going to save now and have
something for the future illness or accident in the family is the
most common factor that eats up a family’s savings. It can be
part of the operational budget not to be taken from what is left
of the budget after deducting other components.
E. Discussing Based on the table presented, savings is highlighted since this
new concepts is the topic today.
and practicing Savings is 5% of the family income of 25,000.00
new skills #2 To get the 5% of 25,000.00, thus:
 Income x % allocation = equivalent in peso or
25,000.00 x .05 = 1,250.00
F. Developing (Review mathematics concept on changing percent to decimal)
Mastery Board Work
(Leads to 1. 10% of 45,000.00
Formative 2. 5% of 20,000.00
Assessment 3) 3, 20% of 16,000.00
G. Finding Differentiated Strategy Differentiated Strategy
practical Group1 – Group1 –
applications of The allotted budget for savings The allotted budget for
concepts and is 1,500.00, how will you savings is 1,500.00, how
skills in daily allocate budget to the following will you allocate budget to
living items? the following items?
Item Amount Item Amount
Fever Chicken
Cough and pox
cold medication
Injuries Laboratory
Headache Dental
Cleaning
Total
Ceased
operation
Group 2
The allotted budget is 500.00. Total
How would you allocate this
amount to: Group 2
The allotted budget is
500.00. How would you
allocate this amount to:
Item Amount
Replacement Item Amount
of bulb Busted
Faucet repair bulb
Repair of Sink repair
furniture Tiling of
Total CR
Total
Group3
Arman is suffering from severe Group3
headache. The allotted budget Arman is suffering from
for saving is 1,200.00. How will severe headache. The
you allocate budget to the allotted budget for saving is
following items: 1,200.00. How will you
Items Amount allocate budget to the
following items:
Medicine
Items Amount
Vitamins
Medicine
Therapy
Operation
Total
Therapy
Group 4 Total
In a household repair you need
budget from your savings. The Group 4
allotted budget is 3,000.00. In a household repair you
What item would you like to need budget from
your savings. The allotted
 repair? budget is 3,000.00. What
item would you like to
Items Amount repair?
Comfort Items Amount
Room Comfort
Faucet Room
Ceiling Faucet
Total Ceiling
Total
Integrate values on thrifty
“Live below your means” Integrate values on thrifty.
“Live below your means”

H. Making Using an activity card, complete the sentence.

generalization Savings help the family to ________.
s and Savings help the family to ________.
abstractions
about the
lesson
I. Evaluating Complete the data. Compute the allocated
Learning budget for savings.
The family of Salvador had The monthly salary of Ana
allocated 2,500.00 for savings. is 45,000.00 per month. The
They allocate the budget for the health condition of her
following items. daughter is sickly. Every
month, she sends her
Items Amount daughter in a public hospital
Faucet repair for a regular check up.
House Financial resources are
repainting needed to support this
Replacement problem. She decided to
of door knob allocate budget of 35% of
Total her income. What is the
equivalent peso of her
monthly savings?
Then allocate the amount of
________ in table.

Items Amount
Check up
Medicine
Therapy
Total
J. Additional Seek the help of your parent in making the monthly budget for
activities for the family. Show your own family budget using a tabular graph.
application or Indicate your budget components on savings.
remediation
V. REMARKS
VI. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
B. Content Standard Demonstrates an understanding of and skills in managing family
resources.
C. Performance Manages family resources applying the principles of home
Standard management.
D. Learning
Competencies/Obje 1.4.1 Manages Family Resources Efficiently
ctives TLE6HE-0b-4
II. CONTENT Management of Family Resources
PEDAGOGICAL Reflective Method/Differentiated Instruction
METHOD
III. LEARNING
RESOURCES
1. References
2. Teacher’s Guide CG page 36
Pages
3. Learner’s Materials Learning and Living in the 21st Century
Leonora David-Basbas, Ph.D.
4. Textbook pages Page 183
5. Additional Materials Power point presentation, manila paper, pen, meta card
6. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous Review of the past lesson Review of the past lesson
lesson Who does the allocation of If you were to allocate budget for
budget in your family? Is she/he your family needs, how would
efficient in budgeting? Why? you do it?
Show the allocation of budget.
B. Establishing a Do you know how to budget Does your family meet your
purpose for the your allowance in school? needs?
lesson How do you do it? How successful is your family in
providing your needs?
C. Presenting Set the standards before viewing the video clip.
examples/instances Take note of your observations for the following:
of the new lesson a. Economics status
b. Home management
c. Family needs

Video clip presentation of different family status.

D. Discussing new What can you say about the status of the families in the video?
concepts and Which of the families are doing good when it comes to financial
practicing new aspect? And which one is not?
skills #1 How do you think the families are coping up with their economic
status?
Why are the families different economically?
Expound more on the pupil’s answers.
E. Discussing new What is the significance of the video presented in the managing of
concepts and family resources?
practicing new Discuss the tips in managing resources efficiently.
skills #2 1. Identify the goals of the family.
 2. Make a plan to help lead you in achieving your family goal.
Identify items that
should be included in the plan.
3. Know how much money is included to achieve your goal.
4. Make a final decision on what to prioritize.
5. Allocate the money for all items.
6. Assess the output of the plan undertaken with the budget.
F. Developing mastery Group Activity/Reporting Group Work: Divide the class
(Leads to formative Divide the class into 4. Each into 2 groups BOYS and GIRLS.
assessment 3) group will be given different Let them debate on the topic
tasks. who should manage the
resources of the family?
Group 1- Make a SLOGAN on
Management of Resources
Group 2- Make a POSTER
showing a well-managed
HAPPY FAMILY.
Group 3- Compose a CHANT
about the difference of an
efficient and inefficient
management of resources.
Group 4 – Make a DRAMA SKIT
of the advantage and
disadvantage of managing
resources.

G. Finding practical How do you apply managing How do you manage your
applications of resources in your everyday resources efficiently?
concepts and skills activity?
in daily living
H. Making Which of the families you If you were to choose between
generalizations and belong? How can you help to the families in the video, which
abstractions about improve your way of living? would you want to belong?
the lesson Why? Explain further.

I. Evaluating Learning Write T if the statement is Enumerate ways in managing

correct and F if the statement is resources efficiently.
false.
1. Use energy and time
properly.
2. Know how to budget
money to make spending
worthwhile.
3. Make good use of human
and non-human
resources.
4. Identify the goals of the
family.
5. Good management of
family resources does
not include provisions for
savings.
J. Additional Activities Make one paragraph on “Effective use of resources starts with the
for application or home manager.”
remediation
K. REMARKS
L. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard Demonstrates an understanding of and skills in managing
family resources.
E. Performance Standard Manages family resources applying the principles of home
management.
F. Learning Competencies/
Objectives 1.4.2 Prioritizes Needs over Wants

TLE6HE-Ob-4
B. CONTENT Management of Family Resources
Prioritizing Needs over Wants
C. LEARNING
RESOURCES
1. References
2. Teacher’s Guide Pages T.L.E 6 Curriculum Guide Home Economics 6 p.36
3. Learner’s Materials Learning and Living in the 21st Century K to 12 pp. 183-
184
4. Textbook pages Home Economics and Livelihood Education for Grade 6 p.
140
5. Additional Materials
6. Other Learning Pictures,metacards,power point presentation
Resources https://www.google.com/needs+and+wants
www.HaveFunTeaching.com
D. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous
lesson Let the class recall the previous lessons about managing
family resources.
Let them explain: Knowing how to make the most of the
available resources is very important. All members of the
family must feel responsible for managing the family
resources. It is important to set family guidelines in
managing family resources.

B. Establishing a purpose What comes into your mind What comes into your
for the lesson when you hear the word mind when you hear the
NEEDS? WANTS? word NEEDS? WANTS?
(Show pictures that represent (Show pictures that
Needs and another picture as represent Needs and
Wants.Then let them formulate another picture as
the concept between needs and Wants.Then let them
wants.) formulate the concept
NEEDS as defined as the between needs and wants.)
things that help us survive NEEDS as defined as the
like food, clothing, and shelter things that help us
while WANTS are those that survive like food, clothing,
make our life comfortable and and shelter while WANTS
enjoyable like television, are those that make our
computers, cellphones, etc. life comfortable and
enjoyable like television,
computers, cellphones,
 etc.

C. Presenting Show some pictures of different items (needs and wants).

examples/instances of Let the pupils identify each picture if it is a need or want.
the new lesson Ask why it is a need or a want.

D. Discussing new The teacher will write two The teacher will ask the
concepts and practicing columns on the board. One pupils to fill up the box
new skills #1 column has the heading that represent their
“NEEDS” and the other answers.
column has the heading “
WANTS”.

Distribute metacards
containing a list of needs and
wants to some pupils.

Ask the learners to post the

metacards on the board.

Ask the pupil to explain his/

her choice.
(as on how they prioritize
needs over wants)

After classifying needs

from wants, explain how
you prioritize needs over
wants.

E. Discussing new
concepts and practicing Group the pupils into five. Based on the activity that
new skills #2 Each group will perform was conducted, ask the
different tasks showing how learners to differentiate
they manage to prioritize NEEDS from WANTS.Let
needs over wants. them write their insights
Each group has to choose 1 on how they prioritize
reporter. Activity will last only needs over wants.
to 3-4 minutes
Group 1: Illustrate 2 shoes, A need is something that
the other one (1) is local and a person must have;
the other one is something that is needed
branded.Identify which one is in order to live or survive.
needs and which one is A want is a desire or wish
wants. for something.

Group 2: Give some tips or

guidelines on how we
prioritize needs over
wants.Give at least 2 tips or
guidelines.
Group 3:As a pupil,lists down
your NEEDS and
 WANTS.Then explain how
you consider your needs over
wants.

Group 4:Inside your

classroom, identify two things
and classify them as NEEDS
and WANTS. Explain why
you consider them as NEEDS
and WANTS.

Group 5: Perform one

situation inside the classroom
showing on how you manage
to prioritize NEEDS over
WANTS

F. Developing mastery Let the learners cite ways in prioritizing Needs over Wants
(Leads to formative to avoid shortage or deficits on family’s budget.
assessment 3) (Teacher will lead the pupils to formulate the concept on
how they prioritize needs over wants. Show them the
things to consider in prioritizing needs over wants using
PowerPoint presentation)

G. Finding practical Values Infusion:

applications of concepts How do you prove to yourself that you are prioritizing your
and skills in daily living needs over wants?
(Encourage the pupils to share their thoughts)
H. Making generalizations What is the difference between NEEDS and WANTS?
and abstractions about How do you prioritize your NEEDS over WANTS?
the lesson
What are the factors to be considered in prioritizing
NEEDS over WANTS?

I. Evaluating the Learning Classify the following things used by a student listed in the
box in prioritizing needs over wants.

Foods bag paper ballpencellphones

Softdrinks branded shoes tablet as gadget chips for snacks
water

NEEDS WANTS
J. Additional Activities for In your family, how do you and your family prioritize
application or NEEDS over WANTS? Write your reflection in a short
remediation bond paper.

K. REMARKS Summative assessment maybe done after this lesson.

L. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
G. Content Standard Demonstrates an understanding of and skills in sewing
household linens.
H. Performance Standard Sews household linens using appropriate tools and
materials and applying basic principles in sewing.
I. Learning
Competencies/Objective 2.1 Classifies tools and materials according to their
s use (measuring, cutting, sewing)

TLE6HE-0C-5 (1 or 2 days)
J. Pedagogy Method
Reflective Method
II. CONTENT Sewing Household Linen
III. LEARNING
RESOURCES
1. References
2. Teacher’s Guide Pages
3. Learner’s Materials
4. Textbook pages Home Life 6 pp 138-140
5. Additional Materials
6. Other Learning PP presentation, strips of papers with names of sewing
Resources materials, actual objects, pictures of sewing materials
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
B. Reviewing previous Let the pupils recall the Group Activity: 4-6
lesson different sewing materials that pieces. (Game)
they have learned. Rearrange the cut out
picture puzzle (thimble,
Let them identify other sewing pin cushion, threads,
materials that were not scissors, emery bag)
mentioned. Name and state its uses.
The first group to
complete the puzzle wins
the game.

C. Establishing a purpose Distribute the strips of papers Post the picture of the
for the lesson with the names of sewing sewing tools on the
tools and equipment and its board. Associate the
functions. Then let the pupils uses and function of each
post their answers on the sewing tools written in a
board. strip of paper.
D. Presenting Ask pupils to read their answers which they have posted
examples/instances of on the board.
the new lesson
E. Discussing new From the answer on the board, let the pupils classify each
concepts and practicing according to measuring, marking, cutting and sewing.
new skills #1
F. Discussing new Group Activity: Games:
concepts and practicing Using pictures let the pupils Pictures of sewing tools
new skills #2 classify the basic sewing are placed together in a
tools into: box. Each student will be
 a. Measuring tools asked to pick a picture
b. Cutting tools and be able to name it.
c. Marking tools Give function and its
d. Sewing tools correct classification.

G. Developing mastery From the cut out strips, let the Show a series of strips of
(Leads to formative pupils identify the different paper with function of
assessment 3) tools and classify them into each tool. Let the pupils
groups. identify the function by
placing the strips of paper
opposite each tool.

H. Finding practical Let a pupil choose inside a What is the significance

applications of concepts box with a sewing tool or of classifying tools in your
and skills in daily living equipment. Name and sewing activity?
classify it according to use.
If you are a dressmaker or
tailor, what will you use to
measure the body size of
your customer? Can you
demonstrate it to class?
Why?Example. Hips, Waist?
Shoulder?
I. Making generalizations Why is it important to classify How can a person’s
and abstractions about sewing tools and equipment? knowledge and skills in
the lesson using sewing tools help in
sewing project?
V. EVALUATING Classify the sewing tools inside the box. Write them under
LEARNING the corresponding column (sewing aids, measuring toolsm
marking tools or cutting tools).

Pin cushion Thimble Meter stick

Tracing wheel Ruler
Seam ripper Needle threader
Tailor’s chalk Scissors
Cutter Emery bag
Pinking shears Pencil
Sewing Aids Measuring Marking Cutting
Tools Tools Tools

VI. Additional Activities Cut out pictures of sewing tools (note: taken only from
for application or newspaper not in books) and paste it in your notebook
remediation according to its classification. (The best is to let them
draw in their notebook/coupon bond and be one their
projects).
VII. REMARKS
VIII. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

J. OBJECTIVES
D. Content Standard Demonstrates an understanding of and skills in sewing
household linens.
E. Performance Standard Sews household linens using appropriate tools and materials
and applying basic principles in sewing.
F. Learning 2.2 Prepares project plan for household linens
Competencies/Objectives
TLE6HE-0c-6 (Day 1)
IX. CONTENT Sewing a Household Linen
Explain project plan and its parts
X. LEARNING
RESOURCES
7. References
8. Teacher’s Guide Pages
9. Learner’s Materials
10. Textbook pages Home Life 6 pp 138-140
11. Additional Materials
12. Other Learning Resources PP presentation, strips of papers with parts of project plan,
chart, actual objects
XI. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
J. Reviewing previous Review the sewing tools and Recap of the basic tools
lesson its classification. necessary in making a
sewing project. Let them
classify according to its uses
and functions.

Show a picture of bare

kitchen, bedroom, and living
room. Using cut out pictures
of different household linens,
let the children redesign and
presents to class their
outputs. Explain the uses
and importance of household
linens inside the house.

K. Establishing a purpose for Give an example of a project Give ideas on how to come
the lesson showing a plan. up with a unique project.
What is the importance of a 1. How can you make a
plan? nicely done project?
2. What are things that
you have to consider
in preparing for a
sewing project?

L. Presenting Present the concept of project Describe the project plan and
examples/instances of the plan. discuss the importance of
new lesson Be able to familiarize the planning before making a
words which are the parts of project.
 a project plan.
Ex. Name of Project,
Objectives, sketch/drawing,
materials, procedures, and
evaluation
M. Discussing new concepts Discuss each group of words. Let the pupils explain the
and practicing new skills Cite an example. parts of project plan.
#1 Example:
Name of project
1. Placemat
2. Pillow case etc.

N. Discussing new concepts After the discussion, be able Let the pupils identify the
and practicing new skills to guide the pupils to arrange parts of project plan using cut
#2 the parts. out paper strips with the parts
and definition

O. Developing mastery Showing the parts, be able Group Activity:

(Leads to formative them to guide to construct Show a sample project
assessment 3) simple sentence of the parts (apron, pot holder, table
of the project plan. napkin, center piece, etc.)
Let the pupil examine the
materials needed in making
the project. Let them prepare
a project plan for the given
project.
P. Finding practical What is the importance of a Puzzle Game:
applications of concepts plan in making a project? Using strips of papers with
and skills in daily living the parts of project plan and
its contents. Match the strips
of papers to form a sample
project plan.
Q. Making generalizations What have you learned about Why is project plan
and abstractions about the the lesson today? important? How can it be
lesson beneficial to us in our
everyday activity?
XII. EVALUATING Write down the different parts Outlining of a project plan for
LEARNING of projectplan. household linens.
Study the parts of the project plan. Make an outline of the
XIII. Additional Activities for parts of the project plan.
application or
remediation
XIV. REMARKS
XV. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Date Quarter
OBJECTIVE
Demonstrates an understanding of and skills insewing household
CONTENT STANDARD
linens
PERFORMANCE Sews household linens using appropriate tools and materials and
STANDARD applying basic principles in sewing
LEARNINGCOMPETENC 2.4.1 steps in drafting pattern
IES/
CODE TLE6HE-0d- 8 (Day 2)
CONTENT SEWING OF HOUSEHOLDS LINENS
I. LEARNING
RESOURCES
A. References
K TO 12 CURRICULUM GUIDE, TECHNOLOGY AND
1. Teacher’s Guide
LIVELIHOOD EDUCATION (TLE), GRADE SIX, DECEMBER
pages
2013, PAGE 34
2. Learner’s Materials Yunit III. HOME ECONOMICS
pages
3. Textbook pages
MP4, Television and MP4, Television and
Drafting Tools (manila paper, Drafting Tools (manila paper,
4.Additional Materials ruler, pentel pen, tape measure, ruler, pentel pen, tape measure,
from Learning
Resource (LR) portal pencil or tailored chalk and a pencil or tailored chalk and a
pillow (optional) pillow (optional)

http://cms.gcg11.ac.in/attachmen http://cms.gcg11.ac.in/attachme
ts/article/87/IMPORTANCE%20OF nts/article/87/IMPORTANCE%20
%20DRAFTING.pdf OF%20DRAFTING.pdf

https://www.google.com/search https://www.google.com/searc
?q=what+is+pattern+drafting+t h?q=what+is+pattern+drafting
he+definition&source=lnms&tb +the+definition&source=lnms&
B. Other Learning m=isch&sa=X&ved=0ahUKEwi tbm=isch&sa=X&ved=0ahUKE
Resources G_ZGo6u7gAhXIdd4KHRMRB wiG_ZGo6u7gAhXIdd4KHRM
bQQ_AUIECgD&biw=1366&bih RBbQQ_AUIECgD&biw=1366
=637 &bih=637

https://www.instructables.com/i
d/How-To-Make-A-Pillow-Case/ https://www.instructables.com/i
d/How-To-Make-A-Pillow-
Case/

II. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing previous Recap of the previous lesson: Recap of the previous lesson:
lesson or presenting the Fabric Prepping: Give the
new lesson. Fabric Prepping: Identify the importance of the following:
 pictures

1.
1.

2.
2.

3.
3.

We are now about to learn the proper way of making the pattern
for our pillow case project. We call this drafting.
B. Establishing a purpose
for the lesson
Let them get their materials and tools assigned to them
previously. Explain to them the uses of each item.
What is drafting?
Drafting is a full scale plan of a garment based on an individual's
direct body measurements, which along with some proven
formulae are
used to develop the shape and fit of a
particular garment

What is a drafting pattern?

Drafting Pattern is the process of creating a pattern or an

outline by taking measurements from a person, form, or model,
in order to create a foundation, which is a patternused as the
basis for the design. This pattern or outline is known as Draft,
which is then transferred on to the cloth to be cut.
C. Presenting examples/
instances of new lesson

Drafting includes the following steps:

1. Taking body measurements.
2. Making the draft.
3. Placing and pinning the draft on the fabric.
4. Marking and cutting the fabric

Here is an example of a pattern draft for a small pillow.

 Mathematics Integration: Measurement

The teacher will carefully demonstrate the steps in drafting on

the board while the students will do the simulation on their
notebooks about what the teacher is doing. The size of the pillow
case is 20” x 30”

The Steps in Making the Draft are:

1. Prepare the needed tools and materials.
D. Discussing new 2. Take the measurement of the pillow. Add 1” width for easy
concepts and practicing insertion.
new skills #1 Modeling 3. Mark the measurement in the pattern paper by putting dots
and x.
4. Add 1” allowance for the width in both sides for the seam of
the front and back piece.
5. For the length, add 2 ½” for the front piece and 8 ½” for the
back piece to allow for a nice 5" flap.
6. Use a tailored chalk and a ruler in forming the shapes and
designs.
7. Cut the drafted pattern paper with a scissor.

Demonstration: Race Game:

The teacher will call eight The teacher will call five
student leaders to demonstrate student leaders who will
E. Discussing new
on the board the “Steps in demonstrate what the teacher
concepts and practicing
Drafting” that was performed had done earlier. Let the
new skills #2 Guided
earlier by the teacher. The group members assist.
Practice
teacher will guide each student.
The teacher will check the task
after 5 mins. Finished or
unfinished.
Answer the following questions. Arrange the steps in drafting
by writing 1 -5 on the space
1. How many inch will be provided.
added on the width of the pillow
for easy insertion? ___ Add 1” allowance for the
2. How many inch of allowance width in both sides for the
for the width is added for each seamof the front and back
F. Developing mastery
seam of the front and back piece..
(Leads to Formative
piece? ___ For the length, add 2 ½ ”
Assessment 3)
3. How many inches will be for the front piece and 8 ½” for
added for the length of the the back piece to allow for a
back piece? nice, 6" flap
4. What are the marks we need ___ Mark the measurement in
to put in the pattern paper? the pattern paper by putting
5. How many inches will be dots and x.
added for the length of the front ___ Use a tailored chalk and a
 piece? ruler in forming the shapes and
designs.
2 ½” ___Take the measurement of
the pillow. Add 1” width for
8 ½” easy insertion.
Dots and X

1“
Groupings by Eight.(depending on the class size and
1“ onboth
materials sidesbrought by the learners)
& tools
G. Finding practical
applications of concepts
Using the pattern paper and other tools you brought for your
and skills in daily living
assignment, draft a pattern of a pillowcase with the size of 20” x
(Application/Valuing)
30”.

Why do we need to make a Explain: Drafting pattern

drafting pattern before sewing? helps usavoid wastage
H. Making generalization because if ever we commit
and abstractions about mistakes we are just using a
lesson. pattern paper and not the
actual fabric.

Rate pupils’ output using rubrics.

(Teacher should prepare rubrics for this activity)
I. Evaluating Learning Let the learners rate and also the teacher. They agree on the
percentage of rating.

Bring the following:

J. Additional activities for Draft Pattern, Pre-washed and Pre-ironed Fabric, Tape measure,
application or remediation
Straignt Pins, Tailored Chalk, Ruler and Scissors

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Date Quarter

OBJECTIVE
CONTENT Demonstrates an understanding of and skills insewing household linens
STANDARD
PERFORMANCE Sews household linens using appropriate tools and materials and
STANDARD applying basic principles in sewing
LEARNINGCOMP 2.4.1 Steps in drafting pattern
ETENCIES/
CODE TLE6HE-0d- 8 ( Day 3)
CONTENT SEWING OF HOUSEHOLDS LINENS
LEARNING RESOURCES
References
1.Teacher’s K TO 12 CURRICULUM GUIDE, TECHNOLOGY AND LIVELIHOOD
Guide pages EDUCATION (TLE), GRADE SIX, DECEMBER 2013, PAGE 34
2.Learner’s Yunit III. HOME ECONOMICS
Materials pages
3.Textbook
pages
Draft Pattern, Pre-washed and Draft Pattern, Pre-washed and Pre-ironed
4.Additional Pre-ironed Fabric, Straignt Pins, Fabric, Tape measure, Straignt Pins,
Materials from Tailored Chalk, Ruler and Scissors Tailored Chalk, Ruler and Scissors
Learning
Resource portal

https://golden- https://golden-
needles.com/2013/09/23/begin needles.com/2013/09/23/beginning-
ning-to-sew-a-simple-travel- to-sew-a-simple-travel-pillowcase/
pillowcase/
https://www.thesprucecrafts.com/trans
https://www.thesprucecrafts.co fer-pattern-markings-types-tools-used-
Other Learning
m/transfer-pattern-markings- 2978447
Resources
types-tools-used-2978447
https://katrinakaycreations.com/how-
https://katrinakaycreations.com/ to-lay-out-pattern-pieces-for-sewing-
how-to-lay-out-pattern-pieces- success/
for-sewing-success/

III. PROCEDURE AVERAGE LEARNERS FAST LEARNERS

S
Recap of the previous lesson: Recap of the previous lesson: Steps
Steps in Making a Draft Pattern: in Making a Draft Pattern:
1. How many inch will be
added on the width of Call two students to demonstrate on
A. Reviewing
the pillow for easy the board the steps in drafting a
previous lesson or
insertion? pattern for a pillow case, 15” x 15”.
presenting the
2. How many inch of
new lesson.
allowances for the width
is added for each seam?
3. How many inches will be
added for the length?
Today, our lesson is about the proper way of transferring the draft
B. Establishing a
pattern of our pillow case to the fabric.
purpose for the
(Lecture-demonstration)
lesson

C. Presenting
examples/
instances of new
lesson
Pattern is laid on the fabric
 The fabric has been cut and marked.

Arts Integration:
Elements-Shapes/Forms

The teacher will carefully demonstrate the steps in transferring the

pattern into the fabric while the students will do the simulation on their
notebooks about what the teacher is doing.

Transfer Pattern Markings With Tailor's Chalk, Marking Pens or

Pencil

What you need:

Straight Pins
Tailor's Chalk, marking pens or marking pencils
D. Discussing new
concepts and
1. Leave the pattern pinned to the wrong side of the fabric.
practicing new
2. Place a straight pin straight through the dot on the pattern piece.
skills #1 Modeling
3. Mark the fabric with the chalk where the pin is in. Check that the
markings are on all layers of the fabric.
4. Use a ruler if needed.
5. You are now ready to cut the fabric.

Tips on Cutting the Fabrics Tips on Cutting the Fabrics

1. Use a sharp scissor. 1. Use a sharp scissor.

2. Cut your fabric with one hand 2. Cut your fabric with one hand on
E. Discussing new on your pattern piece at all your pattern piece at all times to
concepts and times to ensure that it stays ensure that it stays in place while
practicing new in place while you cut. you cut.
skills #2 Guided
Practice 3. Cutting your pattern piece by 3. Cutting your pattern piece by lifting
lifting it a little or not holding it a little or not holding it in place
it in place can cause slight can cause slight movement, which
movement, which can affect can affect the sewing or fit of your
the sewing or fit of your piece.
piece.
 Demonstration:
Race Game:
The teacher will call eight
student leaders to demonstrate The teacher will call five student
on the board how to transfer the leaders who will demonstrate how to
pattern into the fabric that was transfer the pattern into the fabric that
performed earlier by the the teacher had done earlier. Let the
teacher. The teacher will guide group members assist.
each student.
The teacher will check the task after 5
minutes, finished or unfinished.

Say Yes or No! Look for the missing word inside the
box below.
1. Cutting your pattern piece by
lifting it a little can affect the 1. Leave the pattern pinned to the
sewing or fit of your piece. _____ side of the fabric.
2. Cut your fabric with two 2. Cut your fabric with one _____ on
hands on your pattern piece your pattern piece at all times.
at all times. 3. Place a straight ___ straight
F. Developing
3. Leave the pattern pinned to through the dot on the pattern
tmastery (Leads to
the right side of the fabric. piece.
Formative
4. Check that the markings are 4. Check that the ____ are on all
Assessment 3)
on all layers of the fabric. layers of the fabric.
5. Use a sharp scissor. 5. Use a _____ scissor.

Markings hand

Pin sharp wrong

Checking of assignment
G. Finding
practical
Groupings by Eight.(depending on class size)
applications of
concepts and
Using the pattern paper and other tools you brought for your assignment,
skills in daily living
transfer the pattern into the fabricthat is pre-washed and pre-ironed and
(Application/Valuin
cut.
g)
H. Making Why do we need to transfer the Why do we need to transfer the
generalization and markings from the draft pattern markings from the draft pattern to
abstractions about to the fabric? thewrong side of the fabric?
lesson.

I. Evaluating Rate pupils’ output using Rate pupils’ output using rubrics.
Learning rubrics.
 Bring the following tomorrow:

J. Additional Fabric ready for sewing, Tape measure, Straignt Pins, Tailored Chalk,
activities for
Scissors, Thread of the same color with the fabric, Sewing machine and
application or
remediation needles

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Date Quarter

I. I. OBJECTIVES
CONTENT Demonstrates an understanding of skills in sewing household
STANDARDS linens
PERFORMANCE Sews household linens using appropriate tools and materials in
STANDARDS applying basic principles in sewing
LEARNING 2.4.2 Safety Precautions
COMPETENCY:
CODE: TLE6HE-0d-8
PEDAGOGICAL REFLECTIVE METHOD/DIFFERENTIATED INSTRUCTION
METHOD:
VALUES: SAFETY/CAUTIOUSNESS
II. CONTENT SEWING OF HOUSEHOLD LINENS

III. LEARNING
RESOURCES
A. References:
Teacher’s Guide
Learning Materials
Textbooks: LIFE SKILLS THROUGH TLE 6 LESSON 12 page 108
Additional Materials
from Learning
Resource(LR) Portals
B. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing Show actual sewing materials. (Group Activity)
previous lesson or 4-6 pieces Picture Puzzle
presenting the new game to form.
lesson

(Pictures
of the following: pins, thimble,
pin cushion, threads, scissor
emery bag.
B. Establishing a Teachers asks the pupils to Video Presentation on Unsafe
purpose for the identify and explain the proper and Safety Precautions in
lesson use of the following sewing sewing
materials. They may write
something in a form of phrase
or sentence in a strip of paper.
Call two or three learners to
read or explain their work then
proceed to the main task.
C. Presenting Video Presentation on Safety Let the pupils differentiate the
Examples Precautions in sewing unsafe and safety precautions
in sewing

D. Discussing new (Based from the Video (Based from the video
concepts and Presentation) Presentation)
practicing new Let the pupils identify the skill, Ask the pupils of the safety
skills#1 the values developed and the precautions observed, let them
best practices done in using explain the significance of
the sewing materials and these in sewing.
observed the safety
precautions in using such
equipment. (expound more on
the manners observed in the
sewing activity).

E. Discussing new (Group Activity) (Group Activity)

concepts Group the pupils into 5 let Group the pupils into 5 then
practicing new them arrange the jumbled ask each group to write down
skills#2 phrases to form a sentence. the “Safety Precautions”
observed in the video
Sentences to form: presented.
G1- The Light should fall on
the working surface from the
left side or from the front.
G1-Keep needles and pins in
pin cushion, do not leave them
at the workplace.
G2- Use scissors for cutting
the thread do not bite or cut it
 with your hands.
G2- When cutting observe the
direction, do not cut in motion
hold the material with your left
hand so that fingers are away
from the blade.
G3- Use thimble in the middle
finger to push the needle in
sewing.
G3- Never put the needle or
pin in your mouth, and do not
attach them in the cloth or
fabric.
G4- Keep the sewing room
neat and clean before and
after working.
G4- Collect and discard all the
broken and rusty needles and
pins, wrapped in a paper.
Let the pupils explain and
discuss the sentences as
safety precautions in sewing.

F. Developing Ask the pupils to enumerate Let the pupils do the group
mastery/leads to some of the safety precautions reporting of their “Safety
Formative discussed. Precautions”.
Assessments
G. Finding practical Ask the pupils to demonstrate (Group Game)
applications of some of the given safety Each group will perform body
concepts and precautions. (Teacher will movements, facial
skills in daily facilitate) expressions, dancing, singing,
living and poetry to represent the
Example: Using the thimble in safety precautions while the
the middle finger to push the other groups will have to try to
needle in sewing. guess.
H. Making What is Safety Precaution and How and Why Safety
Generalizations its importance? Precautions are important?
and Abstractions
about the lesson
I. Evaluating the Write down at least 5 Safety (Actual Work)
learning Precautions in Sewing The pupils will do the actual
safety precautions in sewing
with the guidance of the
teacher.
J. Additional Practice safety precautions in Practice safety precautions in
activities for sewing at home. sewing at home.
application or
remediation
V. REMARKS
VI. REFLECTION

A. No. of learners
who earned 80%
on the Formative
 Assessment

B. No. of learners
who require
Additional
Activities for
Remediation

C. Did the remedial

lessons work?
No. of learners
who have caught
up with the
lesson.

D. No. of learners
who continue to
require
remediation

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES

CONTENT Demonstrates an understanding of and skills in sewing household

STANDARDS: linens.
PERFORMANCE
STA Sews household linens using appropriate tools and materials and
NDA applying basic principles in sewing.
RD:
 LEARNING 2.5.1 Sews creative and marketable
COMPETENCY: household linens as means to augment family
income.
CODE:
TLE6HE-Od-9 (DAY 1)

II. CONTENT: SEWING OF HOUSEHOLD LINENS- (TOOLS AND

MATERIALS)

III. LEARNING RESOURCES

A. References:
Teachers Guide K to 12 Curriculum Guide, Technology & Livelihood
Education (TLE Grade 6)
Learners Materials Home Life 6 pages 138-142 , Unit III ( Home Economics
6)
Textbook
Additional Materials from Video presentations, sewing materials
learning Resource (LR)
Portals

B. Other Learning Resources

IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing previous What did you draft Yesterday? How was the
lesson or presenting the What are the steps in drafting a activity Yesterday?
new lesson pillow cases? Enumerate them. Why is it important
to draft first before
sewing?
B. Establishing a purpose Show pictures of pillow cases with Using a power
for the lesson different shapes, color, and point presentation,
designs. show the learners
Ask the learners what kind of pillow the different
cases they have at home. creative designs of
pillow cases.
C. Presenting Examples After drafting, what should be done next? What are the
things you should prepare before sewing?
Present a jumbled letters to form a new word. It can be
done by group. Each group will be given a strips of paper.
The first group that guesses the new words will be
declared winner.

The jumbled letters are: LOOTS, FBRACI, HRATED

D. Discussing new Using a power point presentation, present to the pupils
concepts and practicing the tools and materials to be used in sewing pillow cases
new skills #1 such as:

I. TOOLS AND EQUIPMENT

A. Measuring Tools- tape measure
 B. Cutting Tools- scissor
C. Marking Tools- tailor’s chalk
D. Sewing tools- needle or sewing machine

II. MATERIALS
A. Fabric- The pillow case touches your face, so you
should make sure it is a soft material.

These eight fabrics are all soft, making them

excellent choices for a pillowcase. Read this
guide while you decide which is best for you.

1. SATIN- smooth and sensuous satin has been

seen as the deluxe pillowcase material for
many years. The smooth and shiny surface of
satin is kind to your skin and seldom bunches
up to leave crease marks on your face when
you wake up in the morning.
2. COTTON- Freshly laundered and lightly
starched cotton has a very crisp feel to it. It is
absorbent and gentle on your skin.
3. FLANNEL- is soft, loosely woven cotton
material that gives a rustic appearance.
Flannel is absorbent and warm to touch, even
in the cold.
4. WINCEYETTE- is a double-napped material
also made from cotton. It feels similar to
flannel in many ways, but is lighter and
cooler.
5. NYLON- is often used for pillowcases and is
sometimes made to look like satin. Nylon is
not absorbent and can make your face
sweaty but is an easy-care fabric and dries
quickly after being washed.
6. VELVET- Ideally made of silk, velvet is a
fabric with a pile that is very comfortable
against your skin. Velvet can be made from
cotton and polyester as well. Cotton velvet is
frequently used for pillowcases. The deep pile
of velvet can be hot in the summer but it is
pleasantly warm most of the year. Velvet can
be washed, but only gently
7. POLYESTER- is a man-made fiber that is
very popular for the bed linens. It doesn’t feel
like a natural fiber but it lasts a long time. It is
not absorbent and is often mixed with cotton
to make it more absorbent.
8. LINEN- is a natural product of flax. Once
commonly produced, linen is now quite
expensive because it is no longer made in
bulk. Linen has a very unique feel to it and it
cannot be mistaken for any other material.
Like satin, it is recognized for its quality
B. Thread- is a type of yarn but similarly used for
sewing. It can be made out of many different
 materials including cotton, linen, nylon, and silk. It
should match to the color of the fabric.
C. Zipper ( optional)
D. Ribbon (optional)
E. Discussing new Discuss the precautionary What should be
concepts and practicing measures in sewing through the done to avoid
new skill #2 use of power point presentation accidents while
such as: sewing?
1. Do not use the teeth in Enumerate the
cutting the thread. precautionary
2. Do not put the needles and measures and
pin between the lips. explain each.
3. Use the thimble for pushing
the needle through the
cloth.
4. Place the sewing tools
properly in the sewing box
after their use.
5. Keep the sewing materials
out of the reach of small
children.
F. Developing Fill in the column. Answer the
mastery/leads to Formative following:
Assessments TOOLS MATERIALS
1. 1. 1-3 Give atleast 3
2. 2. kinds of cloth and
3. describe each
4-5 Give 2 tools in
sewing

G. Finding practical The pupils will be given a sample of Using the actual
applications of concepts cloth and let them identify its kind. sample of cloth,
and skills in daily living. identify each cloth
then tell its
characteristics.

H. Making generalizations Before sewing, we must prepare the tools and materials
and abstraction about the to avoid waste of time and to have a good output. Make it
lesson more attractive for us to be able to sell them and earn for
a living.

I. Evaluating the learning Write down the tools and materials in sewing a
pillowcase.
Give atleast 5

TOOLS MATERIALS
1. 4.
2. 5.
3.

J. Additional Activities for

Application or Remediation Look for the steps in sewing a pillowcase
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

R. OBJECTIVES
D. Content Standard Demonstrates an understanding of and skills in sewing
household linens.
E. Performance Standard Sews household linens using appropriate tools and materials
and applying basic principles in sewing.
F. Learning 2.2 Prepares project plan for household linens
Competencies/Objective
s TLE6HE-0c-6 (Day 2)
IX. CONTENT Sewing a Household Linen
Preparing project plan for household linens
X. LEARNING
RESOURCES
7. References
8. Teacher’s Guide Pages
9. Learner’s Materials
10. Textbook pages Home Life 6 pp 138-140
11. Additional Materials
12. Other Learning PP presentation, strips of papers with parts of project
Resources plan, chart, actual objects
XI. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
I. Reviewing previous Review the parts of the What are the parts of the
lesson project plan. project plan?

J. Establishing a purpose Present the outline of the Arrange the parts of the
for the lesson project plan project plan.
K. Presenting Present actual sample of a Modeling
examples/instances of project. Present a sample of a
the new lesson Let them compare to the finished project plan.
class the outline with the (Teacher will discuss briefly
sample project plan if there is the parts of a project plan
any similarities or differences. with ready made parts in a
cartolina or powerpoint)
L. Discussing new While discussing the lesson,
concepts and practicing about project plan, let the Group works
new skills #1 pupils explain their Based on the sample
understanding on the parts of presented, formulate a
the project plan. project plan for sewing a
Example: household linen project.
Name of Project: ________
Objectives:
1. ______________
2. ______________
3. ______________
Etc.
(Teacher will discuss briefly
the parts of a project plan
with ready made parts in a
cartolina or powerpoint)
M. Discussing new Modeling: Continuation of making a
concepts and practicing Guide the pupils to choose a project plan.
 new skills #2 project for sewing fabric.
Do this through group work.
Guide them to formulate a
project plan by parts.

N. Developing mastery Present the project by parts.

(Leads to formative Let the pupils arrange it in a Continuation of making a
assessment 3) chronological order. project plan.

O. Finding practical Continuation of a project plan Continuation of a project plan

applications of concepts
and skills in daily living
P. Making generalizations Continuation of a project plan Continuation of project plan
and abstractions about
the lesson
XII. EVALUATING Group output of project plan/ Group output presentation
LEARNING Presentation by group

XIII. Additional Activities Prepare for the materials needed for the project stated in the
for application or project plan.
remediation
XIV. REMARKS Pupils are required to submit a project plan in preparation for
their project in sewing a household linen.
XV. REFLECTION

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Date Quarter

OBJECTIVE
CONTENT Demonstrates an understanding of and skills insewing household
STANDARD linens
PERFORMANCE Sews household linens using appropriate tools and materials and
STANDARD applying basic principles in sewing
LEARNINGCOMP 2.3 identifies supplies/ materials and tools needed for the project
ETENCIES/
CODE TLE6HE-0c-7
CONTENT SEWING OF HOUSEHOLDS LINENS
LEARNING RESOURCES
References
1. Teacher’s K TO 12 CURRICULUM GUIDE, TECHNOLOGY AND LIVELIHOOD
Guide pages EDUCATION (TLE), GRADE SIX, DECEMBER 2013
2. Learner’s Yunit III. HOME ECONOMICS, PAGE 34
Materials pages
3. Textbook
pages
4.Additional MP4, Television, Chart and MP4, Television, Chart and
Materials from different fabrics different fabrics
Learning
Resource (LR)
portal
Peralta,Gloria A., Arsenue, Ruth Peralta,Gloria A., Arsenue, Ruth A.
A. et al; (2016)Life Skills through et al; (2016)Life Skills through
TLE;Vibal TLE;Vibal

Group, Inc.;p 112-114 Group, Inc.;p 112-114

http://teachersportal17.weebly. http://teachersportal17.weebly.c
Other Learning com/uploads/9/3/9/2/93920306/t om/uploads/9/3/9/2/93920306/tle-
Resources le-he_w3.pdf he_w3.pdf

https://www.thesleepjudge.co https://www.thesleepjudge.com/
m/best-pillowcase-fabric- best-pillowcase-fabric-reviews/
reviews/

IV. PROCEDURE AVERAGE LEARNERS FAST LEARNERS

S
Recap of the previous lesson. Recap of the previous lesson.
Arrange the following parts of the
Project Plan from 1-7 Identify the different parts of the
chronologically. Project Plan from Part 1 to Part 7.
A. Reviewing
__a. Procedure __e.
previous lesson or
Objective The class will explain each part in
presenting the
__b. Title __f. making a project (household linen)
new lesson.
Supplies/materials
__c. Valuing/Assessment __g. (Teacher will provide additional
Tools/Equipment information/clarification when
__d. Illustration necessary).
 (note: Present only to the
learners the parts but not to
include the letters/numbers to
specify the chronological order)
Based from the arranged parts of the project plan, let the learners
focus on the materials needed in making project particularlyhousehold
B. Establishing a
linen (pillow case). Let them clarify/emphasize the materials needed
purpose for the
are the fabric or cloth, thread and others that suits in making the
lesson
project.

There are many materials used There are many materials used in
in the construction of pillow case. the construction of pillow case.
Here are some examples: Guessing game: Choose the
correct name of each fabric from
the box below.

C. Presenting Polyester Silk

examples/
instances of new
lesson

Cotton
Flannel Jersey
Cotton Jersey Silk
Flannel Polyester

Checking of assignment: Best Checking of assignment:

Fabric for Pillow Case.
The teacher will facilitate in the Groupings by Five
discussion with the help of the Each Group will discuss one type
students the following: of fabric suited for pillow case

Polyester is often mixed with Group 1 – Polyester

cotton for absorbency. As a man-
made material, it is very soft,
durable and lasts long but
unstretchable. It provides good
D. Discussing new
airflow as well.
concepts and Group 2 - Cotton/Cotton Jersey
practicing new
Cotton/Cotton Jersey is the
skills #1 Modeling
favorite material of bedding
fabrics, which is a natural fiber
that is both absorbent and
breathable, it is a popular fabric
to blend with other fabric, less Group 3 – Flannel
breathable materials.

Flannel is a type of cotton weave

that is rough in appearance, but
thicker and softer overall with a
raw appearance. It is generally
 very warm and helps hold heat. Group 4 – Silk

Silk is a natural material as well,

and is a smooth, durable, and
highly sought after choice. Silk is
very insulating, so may not sleep
as cool as other choices, but it Group 5 – Satin
blends well with cottons to create
a more breathable surface.

Satin is smooth and soft, and

very gentle on both your skin and
hair. It does not bunch up easily
and so does not create crease Group 6 – Linen
marks. It is a dense material,
however, and may not breathe
well.

Linen is a natural product from

the flax plant. It is considered a
durable, quality fabric, and is soft
and breathable. It too blends well
with other choices.

E. Discussing new SCIENCE INTEGRATION: Use Aside from pillow cases, there are
concepts and of Five Senses other household linens that we can
practicing new make from the given fabrics.
skills #2 Guided Post a visual chart with names of
Practice different kinds of fabric. In a box,
let the students see and touch Give examples of household linens
the pieces of fabric before that can be found inside the
placing the fabric in the visual different parts of our house.
chart with its proper name.

Polyester Cotton

Living Bed Room

Linen Silk Room

Dining Kitchen
Flannel Satin Room

Aside from pillow cases, there Comfort

are other household linens that Room
we can make from the given
fabrics.

F. Developing Basket of knowledge: SCIENCE INTEGRATION: Use of

mastery (Leads to Five Senses
Formative In a basket containing pieces of
Assessment 3) rolled paper where the Each group will be given six pieces
 description of six different fabrics of different fabrics. Using their
are written individually, pick a senses, they will identify what type
piece and then give the name of of fabric each one by naming them.
the fabric being described inside
the unrolled paper.
Groupings by Eight. Each group will draw any example
Aside from pillow cases, what of household linens that can be
other household linens can be made out of the type of fabric
made out of the different fabrics? assigned to them.
G. Finding
Fill in the given chart. Group 1 – Polyester
practical
applications of
Fabrics Household Group 2 – Cotton
concepts and
Linens
skills in daily living
Polyester Group 3 – Flannel
(Application/Valuin
g) Cotton
Flannel Group 4 – Silk
Silk
Satin Group 5 – Satin
Linen
Group 6 - Linen
H. Making Why is it important to select the Explain:
generalization and right fabric in our sewing project? Choosing the right fabric and
abstractions about knowing its use will contribute to
lesson. the success of the sewing project.
Write TRUE if the statement is Matching Type: Match A to B
correct and write FALSE if the
statement is incorrect. A B
Flannel unstrechable
1. Satin does not create crease Silk very insulating
marks easily. Linen most favorite
I. Evaluating 2. Linen is a natural product from Cotton rough
Learning the flax plant. appearance
3. Polyester is very soft, durable Polyester from the flax
and stretchable. plant
4. Flannel is rough in appearance gentle on skin
but thicker. and hair
5. Cotton is the most popular
fabric.
Bring the following: Bring the following:
J. Additional For practicum: For practicum:
activities for Small Basin, Flat Iron, Cloth for Small Basin, Flat Iron, Cloth for the
application or the project, A pair of scissor project, A pair of scissor
remediation (Teacher should explain the (Teacher should explain the follow-
follow-up activities) up activities)

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Quarter
 Date

OBJECTIVE
Demonstrates an understanding of and skills insewing
CONTENT STANDARD
household linens
PERFORMANCE Sews household linens using appropriate tools and
STANDARD materials and applying basic principles in sewing
2.4.1 Steps in drafting pattern
LEARNINGCOMPETENCI
ES/ CODE
TLE6HE-0d- 8 (Day 1)
CONTENT SEWING OF HOUSEHOLDS LINENS
LEARNING RESOURCES
References
K TO 12 CURRICULUM GUIDE, TECHNOLOGY AND
1. Teacher’s Guide
LIVELIHOOD EDUCATION (TLE), GRADE SIX,
pages
DECEMBER 2013
2. Learner’s Materials Unit III HOME ECONOMICS, PAGE 34
pages
3. Textbook pages
Television, MP4, Small Television, MP4, Small
4. Additional
Basin, Flat Iron, Cloth for Basin, Flat Iron, Cloth for the
Materials from
the project, a pair of scissor project, a pair of scissor
Learning
Resource portal
https://katrinakaycreations.c https://katrinakaycreations.co
om/3-things-you-need-to- m/3-things-you-need-to-do-
do-before-you-cut-your- before-you-cut-your-fabric/
Other Learning
fabric/
Resources
http://denisewild.com/blog/88
http://denisewild.com/blog/8 3/
83/
V. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
Recap of the previous Recap of the previous
lesson: lesson:
Identifying supplies/
Identifying supplies/ materials and tools needed
materials and tools needed for the project.
A. Reviewing previous
for the project. Complete the sentences:
lesson or presenting the
Cotton is _ _ _ _ _
new lesson.
Who can give some of the Satin is _ _ _ _ _
best fabrics suited for pillow Flannel is _ _ _ _ _
cases? Silk is _ _ _ _ _
Linen is _ _ _ _
Polyester is _ _ _ _ _
After identifying the fabric Since, you already know how
suits to their project, let to identify the best supplies
them ask of the possible needed for your household
steps in preparing them in linens, our first step is to
B. Establishing a purpose making their project. make sure that your fabrics
for the lesson Listing down/enumeration of are ready for cutting and
the steps is encouraged. sewing.
(However to economize the
time, the teacher has
already prepared parts of
 the plan and compare to the
stated answers of the
learners)
Present a video on the 3 Present a video on the 3
Things We Need To Do Things We Need To Do
Before Sewing. Before Sewing.

C. Presenting examples/
instances of new lesson

(Teacher may produce

(Teacher may produce his/her own video)
his/her own video)
(During discussion, let the Even before you start cutting
students ask questions for and sewing, how you deal
clarifications) with your fabric plays a
critical role in what your
Even before you start finished garment will look
cutting and sewing, how like.
you deal with your fabric
plays a critical role in what What is Fabric Prepping?
your finished garment will
look like. Fabric prepping or prepping
your fabric is the pre-
What is Fabric Prepping? treatment of garments before
cutting.
Fabric prepping or prepping
your fabric is the pre-
Science Integration:
treatment of garments
Chemical Reaction
before cutting.
D. Discussing new concepts (Teacher to give emphasis
and practicing new skills #1 Science Integration:
on this)
Modeling Chemical Reaction

(Teacher to give emphasis Based on the video you

on this)
watched, identify what is
There are three things we being described by choosing
do for fabric prepping: the correct answer from the
box below.

Three things we do for fabric

prepping:

___1. This will pre-shrink the

Pre-wash and dry your fabric and will remove any
fabric exactly as you plan to excess dyes.
wash and dry your finished
garment. This will pre-shrink ___2. This is to make sure
 the fabric and will remove there are no wrinkles on your
any excess dyes. fabric.

___3. It means your

lengthwise grain and your
crosswise grain are exactly
at a ninety-degree angle.

Pre-ironing is removing out

any wrinkles and making
sure you’re using a
temperature that is suitable
a.
for your fabric.

b.

Put your fabric on-grain.

On-grain means your
lengthwise grain and your c.
crosswise grain are exactly
at a ninety-degree angle.

Putting your fabric on grain Putting your fabric on grain is

is especially important especially important before
before you cut out your you cut out your fabric to
fabric to make sure the make sure the finished
finished product will hang product will hang correctly
correctly and will lay flat and will lay flat and
and straight. straight.

Based on the video, the Based on the video, selected

teacher will demonstrate the students will demonstrate the
4 ways to put the fabrics on- 4 ways to put the fabrics on-
E. Discussing new concepts
and practicing new skills #2 grain (The pupils will follow grain using different fabrics
Guided Practice every step done by the and scissors. (The teacher will
teacher using different fabrics guide each student)
and scissors.)
1st - Cut across your selvage and
1st - Cut across your selvage tear from one selvage all the
and tear from one selvage all way to the next. Now to ensure
the way to the next. Now to that your fabric is torn across
ensure that your fabric is torn the crosswise grain, you’re
across the crosswise grain, going to take out one or two
you’re going to take out one threads and pull them from the
 or two threads and pull them top all the way to the bottom.
from the top all the way to the
bottom. 2nd - Clip across the selvage –
pull the fabric out, and hold on
2nd - Clip across the selvage – to one or two of the crosswise
pull the fabric out, and hold grains and gently push your
on to one or two of the fabric along the crosswise
crosswise grains and gently grain. You’ll see a little gather
push your fabric along the and a line. Cut on that line with
crosswise grain. You’ll see a your scissors.
little gather and a line. Cut on
that line with your scissors. 3rd - Cut along the visible grain
if you’re working with a fabric
3rd - Cut along the visible grain that has a visible crosswise
if you’re working with a fabric grain, such as this plaid,
that has a visible crosswise however, you have to make
grain, such as this plaid, sure that the grain has been
however, you have to make woven in.
sure that the grain has been
woven in. 4th - Drape it and do it by eye.
You’re going to line up your
4th - Drape it and do it by eye. selvages with your right sides
You’re going to line up your together, hold up your fabric,
selvages with your right sides and drape it until it drapes
together, hold up your fabric, straight up and down.
and drape it until it drapes
straight up and down.

Give the importance of Give the importance of these

these Fabric Prepping: Fabric Prepping:

Make one simple sentence

per answer.

1. ______

F. Developing mastery
(Leads to Formative 1. ________________
Assessment 3)

2. _____

2. ________________

3. _____
 Choices:
a. to remove the folds
and wrinkles for
easy and correct
measurement 3. ________________
b. to make sure the
finished product
will hang correctly
and lay flat and
straight.
c. Because there are
fabrics that tend to
shrink when
getting wet.
Checking of assignment: Checking of assignment:
Small Basin, Flat Iron, Cloth Small Basin, Flat Iron, Cloth
for the project, A pair of for the project, A pair of
scissor scissor

Groupings by 8: Groupings by 5:

Each group will apply the Each group will apply the
new skills. There must be new skills. There must be
collaboration and unity in collaboration and unity in the
the group. group.
1. Pre-washing and 4. Pre-washing and
G. Finding practical drying drying
applications of concepts 2. Pre-ironing (fabric is 5. Pre-ironing (fabric is
and skills in daily living pre-soaked and pre-soaked and
(Application/Valuing) dried) dried)
3. Putting the fabrics 6. Putting the fabrics on
on grain (1st way grain (1st way only)
only)
Each group will practice
The teacher must assist the new skills while a pupil
all the groups in any from other group is
difficulties the students assigned to inspect the
might experience while on activity and report to the
task. teacher what is going on
during the said activities.

Whatdo you think will Why is it critical not to do the

happens if we do not follow three things needed before
H. Making generalization
or do the three things we cut the garments?
and abstractions about
needed before we cut the
lesson.
fabrics?

Rate pupils’ output using Rate pupils’ output using

I. Evaluating Learning rubrics. rubrics.

The teacher will assessthe The teacher will assessthe

 performances based on the performances based on the
finished task. finished task and the given
reports of the assigned
pupils.

Bring the following Bring the following tomorrow:

tomorrow: Drafting Tools (manila paper,
Drafting Tools (manila ruler, pentel pen, tape
J. Additional activities for
paper, ruler, pentel pen, measure, pencil or tailored
application or remediation
tape measure, pencil or chalk and a pillow (optional)
tailored chalk and a pillow
(optional)
School Grade Level VI
Teacher Learning Area TLE –
H.E.
Time and Date Quarter

I. OBJECTIVES

CONTENT STANDARDS: Demonstrates an understanding of and skills in sewing

household linens.
PERFORMANCE
STANDARD: Sews household linens using appropriate tools and
materials and applying basic principles in sewing.

LEARNING 2.5.1. Sews creative and

COMPETENCY: marketable household linens as
means to augment family income
CODE:
TLE6HE-0d-9 (DAY 2)

II. CONTENT: SEWING OF HOUSEHOLD LINENS

III. LEARNING RESOURCES

A. References:
Teachers Guide K to 12 Curriculum Guide, Technology & Livelihood
Education (TLE Grade 6)
Learners Materials Home Life 6 pages 138-142 , Unit III ( Home Economics
6)
Textbook
Additional Materials from Video presentations, sewing materials
learning Resource (LR)
Portals

B. Other Learning
Resources

IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing previous Present a slides showing tools Enumerate the tools
lesson or presenting and materials in sewing and materials needed
the new lesson pillowcases in sewing pillowcases

Describe the 8 kinds of

cloth
B. Establishing a purpose Since you already know the Show a picture.What
for the lesson tools and materials needed in does the picture show?
sewing, lets proceed to the What are they doing?
procedure or steps in sewing Can you do pillowcase
pillow cases. by yourself? Do you
know the procedures?
If not, let us view the
video presentation I
prepared for you.

C. Presenting Examples Show a video presentation that shows how to sew a pillow
case.

D. Discussing new Steps in Sewing the Pillow Case With a Flap Using
concepts and practicing French Seam
new skills #1 1. Begin by sewing the hem in one side at the front and
back pieces of the length
2. Fold the edge of the front and the back pieces ½” and
another 1” inward, put pins to press and sew it.
3. Next, fold the hem of the back piece 5” and pin it. Do
not sew for this will be your flap.
4. To attach the front and the back pieces of the fabric, lay
the pieces wrong side facing each other. Make sure the
hem and the flap are on the same side.
5. Put pins at all sides especially the corners.
6. Next, we will do the French seam. Sew ½” along the
edges from the right to the left hem/flap.
7. Then, cut ¼” from the ½’ sewn edges making sure that
the straight stitches are safe.
8. Turn the fabric inside out. Press the sewn edges
especially the corners and put pins to flatten.
9. Lastly, sew again the edges for a nice French seam.

E. Discussing new Enumerate the different Inform the learners that

concepts and practicing concerns in making pillow cases in making and selling
new skill #2 and in selling them such as: the pillow cases there
1. Materials needed are things to be
2. Cost of capital considered such as:
3. Designs 1. Materials needed
4. Marketing strategy 2. Cost of capital
5. Target consumer 3. Designs
4. Marketing strategy
5. Target consumer

Elaborate each.
F. Developing Arrange the steps: Message Relay:
mastery/leads to
Formative Assessments The class will be grouped into 3. The class will be
Each group will be given strips grouped into 3. Each
 of paper. The strip of paper group will be given
contains the steps in sewing a strips of paper that
pillowcase. They will arrange contains steps in
and paste them on the manila sewing a pillowcase.
paper properly. The first member will
The leader will report the output be the one who will
infront of the class read the step on the
paper. He will whisper it
to the second member.
then the third member
will do the same up to
the last member.Then
the last member will
write the step on the
manila paper to be
reported by the leader.

G. Finding practical
applications of concepts Get a partner, help each other to Memorize the steps in
and skills in daily living. memorize the steps sewing pillowcase
H. Making generalizations What are the steps in sewing Why is it important to
and abstraction about the pillowcases? Enumerate them. know more the steps in
lesson Are they important to us? How? sewing pillowcase?
How can it beneficial to
us for a living?
I. Evaluating the learning List down the steps in sewing a pillowcase

J. Additional Activities for

Application or Bring the tools and materials in sewing a pillowcase
Remediation tomorrow. Be ready for the actual sewing.
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Date Quarter

I. OBJECTIVES

CONTENT STANDARDS: Demonstrates an understanding of and skills in sewing

household linens.
PERFORMANCE
STANDARD: Sews household linens using appropriate tools and
materials and applying basic principles in sewing.

LEARNING 2.5.1 Sews creative and marketable household linens

COMPETENCY: as means to augment family income

CODE: TLE6HE-od-9 (DAY 3)

II. CONTENT: SEWING OF HOUSEHOLD LINENS

III. LEARNING RESOURCES

A. References:
Teachers Guide K to 12 Curriculum Guide, Technology & Livelihood
Education (TLE Grade 6)
Learners Materials Home Life 6 pages 138-142 , Unit III ( Home Economics
6)
Textbook
Additional Materials from Video presentations, sewing materials
learning Resource (LR)
Portals

B. Other Learning
Resources

IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing previous Present a video presentation What are the steps in
lesson or presenting showing steps in sewing sewing a pillow
the new lesson pillowcases. Present the pattern. case? Enumerate
them
B. Establishing a purpose Ask the pupils if they know someone or have seen
for the lesson somebody who is selling pillowcases. Make the learners
realize that making pillow cases can be a source of income.
C. Presenting Examples Give ideas on how to come up with a presentable and
attractive pillowcase. You may use ribbons, laces or
applique.

Ask pupils another idea about it. Sharing of ideas is better

D. Discussing new Discuss the precautionary What should be done
concepts and practicing measures in sewing through the to avoid accidents
new skills #1 use of power point presentation while sewing?
such as: Enumerate the
1. Do not use the teeth in cutting precautionary
the thread. measures and
2. Do not put the needles and pin explain each.
between the lips.
3. Use the thimble for pushing the
needle through the cloth.
4. Place the sewing tools properly
in the sewing box after their
use.
5. Keep the sewing materials out
of the reach of small children.
E. Discussing new Enumerate the different concerns in Inform the learners
concepts and practicing making pillow cases and in selling that in making and
new skill #2 them such as: selling the pillow
6. Materials needed cases there are
7. Cost of capital things to be
8. Designs considered such as:
9. Marketing strategy 6. Materials needed
10. Target consumer 7. Cost of capital
8. Designs
9. Marketing
strategy
10. Target consumer

Elaborate each.
F. Developing Get a partner, prepare the Prepare the materials.
mastery/leads to materials in sewing then make a Sew a pillow case.
Formative Assessments pillow case. Follow the procedures Follow the procedures
properly. Apply the pattern. properly. Apply the
pattern
Remind them of the Safety
Precautions in handling materials Remind them of the
while sewing. Safety Precautions in
handling materials
while sewing.
G. Finding practical
applications of concepts Actual Sewing Activity with the Actual Sewing
and skills in daily living. teacher’s supervision Activity with the
 teacher’s supervision
( BY PARTNER or
depending on the available units of (
sewing machines) INDIVIDUAL or
depending on the
available units of
sewing machines)
H. Making generalizations
and abstraction about the What skills do you need in making pillow cases and in
lesson gaining extra income out of it?

I. Evaluating the learning

Rate pupil’s output using rubrics.
J. Additional Activities for
Application or Make a research about the successful people in terms of
Remediation sewing and how this activity helps their income.

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Date Quarter

II. I. OBJECTIVES
CONTENT Demonstrates an understanding of skills in sewing
STANDARDS household linens
PERFORMANCE Sews household linens using appropriate tools and
STANDARDS materials in applying basic principles in sewing
LEARNING 2.5.1 Assesses the Finished Products as to the
COMPETENCY: quality (using Rubrics).
CODE:
TLE6HE-0d-9 day 4
PEDAGOGICAL REFLECTIVE METHOD
METHOD:
VALUES: FAIR AND JUST/HONESTY
II. CONTENT SEWING OF HOUSEHOLD LINENS

III. LEARNING
RESOURCES
A. References:
Teacher’s Guide
Learning Materials
Textbooks: LIFE SKILLS THROUGH TLE 6 LESSON 12 page 108
Additional Materials
from Learning
Resource(LR) Portals
B. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing Recap of the previous Game: Look and find the
previous lesson lesson: Ask the pupils how letters under your chair
or presenting they feel in working with the and arrange them to
the new lesson household linens and what is form the correct word.
the use of this in the
household arts. RUBRICS

Hint: It is a guide listing

specific criteria for
grading or scoring
academic papers,
projects or tests.

B. Establishing a Show or Display several Ask the pupils to tell

purpose for the finished products and ask something about rubrics.
lesson the pupils to describe each Present and discuss the
one of them. types of rubrics, Holistic
and Analytic.
C. Presenting (PPT) (PPT)
Examples Show an example of a Show an example of a
Holistic rubric. Holistic and Analytic type
of rubrics.

D. Discussing new Guide the learners to a Discuss and explain the

concepts and realization that a quality work two types of rubrics
practicing new in sewing household linens expound on the
skills#1 take a vital role in promoting difference and ask the
the output. Discuss Holistic pupils how they would
rubric. like their finished
Based from the given products be assessed
descriptions on the finished and why the analytic
products. The pupils will type of rubric best suits
formulate the criteria to be the assessment.
used for the holistic rubric.
E. Discussing new Group Activity: Group Activity:
concepts
practicing new Each group will use the Each group will
skills#2 given criteria for making formulate their own
holistic rubric in assessing analytic rubric to be used
the finished products to be in assessing the finished
guided by the teacher. products to be guided by
the teacher.
F. Developing Let each pupil/group assess their own finished product
mastery/leads to using the holistic rubric they have made.
Formative
Assessments
G. Finding practical Give learners ample time to assess their finished
applications of products. The learners will do the task individually/by
concepts and group.
 skills in daily
living
H. Making Let the pupils present the Let each group present
Generalizations holistic rubric and ask for the their analytic type of
and importance of it in the rubric and explain how
Abstractions assessment. How did the the use of it helped them
about the lesson use of Holistic rubric make it in the assessment.
easier to assess the finished
output?
I. Evaluating the What did you feel in Explain the differences
learning assessing your own finished between Holistic and
product using holistic rubric? Analytic rubrics
Are you satisfied of your
rating? Why? Write down the
importance of Rubrics?
J. Additional Try to make your own simple Make your own Analytic
activities for holistic rubrics that can be and Holistic rubrics for
application or used for future reference. future reference.
remediation
V. REMARKS
VI. REFLECTION

K. No. of learners
who earned
80% on the
Formative
Assessment
L. No. of learners
who require
Additional
Activities for
Remediation
M. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
N. No. of learners
who continue to
require
remediation
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES

CONTENT Demonstrate an understanding of and skills in sewing

STANDARDS: household linens
PERFORMANCE
STANDARD: Sews household linens using appropriate tools and
materials and applying basic principles in sewing
LEARNING 2.6.1Packages product for sale
COMPETENCY: creatively/artistically: prepares
creative package and uses of
CODE: materials using local resources,
packages products artistically, and
labels packaged product.

TLE6HE-Oe-10

II. CONTENT: SEWING OF HOUSEHOLD LINENS

III. LEARNING RESOURCES

A. References:
Teachers Guide TG Gr. 6 pg 37
Learners Materials LM Gr. 6 pg 72-74
Textbook Life Skills Through TLE 6 pp. 127
Additional Materials
from learning Resource
(LR) Portals
PowerPoint Presentation, pictures, meta cards, actual projects
B. Other Learning
Resources

IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS

A. Reviewing Are you satisfied of your own How did you make your
previous lesson or hand-sewn household linen? household linens attractive?
presenting the new How did you find your finished
lesson product?
B. Establishing a Show two household linens Presenting finished
purpose for unpacked and packed household linens, the teacher
the lesson creatively. Let the pupils will ask the pupils: Are you
compare the two products. satisfied with these products?
Ask: Which of these products What are the ways to make it
are more attractive to you? If more attractive and unique?
you are to buy which would you Can this be saleable in the
choose and why? What makes market?
the product more attractive?
What caught your attention`?
C. Presenting Using the sample pictures of Presenting actual household
Examples household linens, let the pupils linen projects ask the pupils
react on the given sample about the quality of the
project. What is missing in this products made.
product?

D. Discussing new Unlocking of difficulty: Define PP presentation that leads to

concepts and packaging and labeling. With discussion on the advantages
practicing new skills the use of the chart and PP of packaging and labeling
#1 presentation discuss the
advantages of using the proper
packaging and labeling
E. Discussing new Can the use of locally found Ask the pupils to discuss the
concepts and materials help in the promotion ways on how to enhance the
practicing new skill of the products? Why? How? packaging andlabeling of
#2 What are the things to be products with the use of the
considered in packaging and local materials.
labelling the products?

F. Developing Group activity: Distribute the Group activity. Distribute the

mastery/leads to meta cards meta cards
Formative ➢ Using their output in ➢ The pupils will create
Assessments household linens let the a design on their
pupil design or create a package and labels of
package and labels that their products using
is suited on their the desired materials
projects using the
different materials
G. Finding practical Reporting of output. Let the Reporting of their output. Let
applications of pupils explain their work. How the pupil discuss the ways on
concepts and skills in did you come up with your how they are going to
daily living. packaging? What makes your enhance the product by using
packaging unique? the different local materials in
packaging and labelling.
H. Making ➢ How does the design and label of packaging help the
generalizations and product become saleable?
abstraction about the ➢ Guide the learners to a realization that creativeness in
lesson designing and packaging takes a vital role in promoting
the product.
I. Evaluating the learningGive at least 5 advantages of Actual packaging of products
packaging and labelling to be done individually or by
group.
J.Additional Activities Research on how to make Research on how to improve
for application or proper packaging and labelling the products by using
remediation using materials found in your technology in packaging and
locality labelling

School Grade Level VI

Teacher Learning Area TLE – H.E.
Time and Dates Quarter

A. OBJECTIVES
A. Content Standard Demonstrate an understanding of and skills in sewing
household linens
B. Performance Standard Sews household linens using appropriate tools and
 materials and applying basic principles in sewing
C. Learning Competencies/ 2.6.2 Compute costs, sales and gains with pride
Objectives
TLE6HE-Oe-10
B. CONTENT SEWING OF HOUSEHOLD LINENS (
Computing costs sales and gain
C. LEARNING
RESOURCES
References
Teacher’s Guide Pages TG Gr. 6 pg 37
Learner’s Materials LM Gr. 6 pg 74-75
Textbook pages Life Skills Through TLE 6 pp. 127
Additional Materials
Other Learning Resources Powerpoint, chart, meta cards, actual projects
D. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous In the previous lesson why is What are the
lesson packaging of products advantages in
important? packaging and
labeling the products?
Does it affect the
marketability of the
products?
B. Establishing a purpose Present a business financial Give an idea on how
for the lesson record and income. Explain to to market a finish
the learners that engaging in product leading to the
a business armed with a main lesson.
financial plan is
needed/essential/
necessary to monitor the
status of the market gain
C. Presenting Present a table with this Show sample of
examples/instances of content. packaging products
the new lesson PRODUCT CURTAINS with label then ask
CAPITAL P1,100.00 pupil. Do you think this
NO. OF 8 pairs product can be
ITEM saleable and
PRICE/ITEM 250.00/pair marketable? Do you
SALES 2,000.00 know how to sell this
PROFIT P 900.00 product?
D. Discussing new Discuss the parts and Discuss the
concepts and practicing contents of the chart importance of
new skills #1 Capital-is the total value of producing quality
expenses in making your products while
product keeping costs down.
Sales-is the total value of the Discuss the
items sold importance of keeping
Profit-is the value of money a record of expenses.
after deducting the capital Proper packaging of
from the total sales one’s product is also
important as it is the
first thing the
customer will notice
about the product
E. Discussing new
 concepts and practicing Discuss ways to market your Instruct the learners to
new skills #2 project. group themselves and
Show sample computation make a financial
Let us now compute the cost report of their
and see how much you can products.
sell one piece of the item. Give each group
Here is a sample costing. enough time to work
A. Linen cloth with each other in
Embroidery thread making their financial
(assorted colors) report
Php 100.00
Needle
B. Php 100.00 Cost
X 20%
Mark-up
__________________
20.00
C. Php 100.00
X 20.00
__________
120.00
Selling price

F. Developing mastery Given the following capitals

(Leads to formative and mark-ups, compute the Group presentation:
assessment 3) gain and selling price Assign one from each
1. 1,500.00 x 20% to present/report their
2. 2,000.00 x 15% output.

G. Finding practical What is the significance of

applications of our lesson to your daily What is the
concepts and skills in living? significance of our
daily living How would you relate this lesson to your daily
lesson into real life situation? living?
How would you relate
this lesson into real
life situation?

H. Making generalizations In a meta card, write one sentence of what you have
and abstractions about learned today. What is the significance of our lesson in
the lesson your daily living?
How would you relate this lesson into real life
situation?

I. Evaluating Learning Given the following capitals Given the following

and mark-ups, compute the capitals and mark-ups,
gain and selling price compute the gain and
1. 5,000.00 x 30% selling price
2. 500.00 x 10% 1. 8,000.00 x
3. 750.00 x 12% 20%
2. 900.00 x 10%
3. 550.00 x 15%
Give some more activities for computation for costing
J. Additional Activities for the product
 application or
remediation
K. REMARKS
L. REFLECTION
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

A. OBJECTIVES
A. Content Standard Demonstrate an understanding of and skills in sewing
household linens.
B. Performance Standard Sews household linens using appropriate tools and
materials and applying basic principles in sewing.
C. Learning 2.6.3 Uses technology in advertising product.
Competencies/Objectives
TLE6HE-Oe-10
II. CONTENT Sewing a Household Linen
Using Technology in advertising product
III. LEARNING
RESOURCES
1. References Home Economics and Livelihood Education
2. Teacher’s Guide Pages CG page 37
3. Learner’s Materials Page 164-165
Pages
4. Textbook pages
5. Additional Materials
6. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS FAST LEARNERS
A. Reviewing previous Review on Computing costs, Review on
lesson sales, and gains with pride of a Computing costs,
product previously made. sales, and gains with
pride of a product
previously made.
B. Establishing a purpose Present the lesson on Present the lesson
for the lesson Technology in Advertising on Technology in
Household Linen Product using Advertising
a power point presentation. Household Linen
Product using a
power point
presentation.
C. Presenting Using video clips of an example Using video clips of
examples/instances of of the technology - based, an example of the
the new lesson mention some example: technology - based,
E-mail marketing mention some
Blogging example:
Social Media E-mail marketing
Blogging
Social Media
D. Discussing new concepts Discuss the concept and Discuss the concept
and practicing new skills purpose of: and purpose of:
#1 E-mail marketing E-mail marketing
Blogging Blogging
Social Media Social Media
E. Discussing new concepts Mention the aspect and Mention the aspect
 and practicing new skills milestone of advertising and milestone of
#2 advertising
F. Developing mastery Using a power point Using an internet,
presentation, pupils are guided pupils are given task
to make an instruction-based to make an example
output using step-by-step of the technology
process. advertising product.
Divide the group into
5.
Provide a rubric for
evaluating the
output.
G. Finding practical Using video clips pupils are Using your own
applications of concepts familiarize on how technology product (Household
and skills in daily living used in advertising product. linen)
How can you
promote the product
as an income?
H. Making generalizations What is the purpose of using What is the purpose
and abstractions about technology in advertising the of using technology
the lesson product? in advertising the
product?
V. EVALUATING Peer-teaching. Group Assessment.
LEARNING Pupils are task to make an Divide the class into
output using technology in 5. Pupils are task to
advertising products. make an actual
Provide rubrics for evaluating output in advertising
the output. the product.
Group1 – use e-mail
marketing
Group 2 – use
Blogging
Group 3 – use social
media
Provide rubrics for
evaluating the
output.
VI. REMARKS
VII. REFLECTIONS
School Grade Level VI
Teacher Learning Area TLE – H.E.
Time and Dates Quarter

I. OBJECTIVES
A. Content Standard Demonstrate an understanding of and skills in sewing
household linens.
B. Performance Standard Sews household linens using appropriate tools and
materials and applying basic principles in sewing.
C. Learning 2.6.4 Monitors and keeps records of production
Competencies/Objectives and sales

TLE6HE-Oe-10
II. CONTENT Sewing of Households Linen
Monitoring and keeping records of production and sales
III. LEARNING
RESOURCES
1. References Home Economics and Livelihood Education
2. Teacher’s Guide Pages CG page 37
3. Learner’s Materials Power point presentation, meta card, manila paper,
pentel pen
4. Textbook pages
5. Additional Materials
6. Other Learning
Resources
IV. PROCEDURES AVERAGE FAST LEARNERS
LEARNERS
D. Reviewing previous Review on the Review on the technology in advertizing
lesson technology in a product.
advertising a
product.
E. Establishing a purpose Using power Using power point presentation,
for the lesson point present the lesson on monitoring and
presentation, keeping records.
present the
lesson on
monitoring
and keeping
records.
F. Presenting Copy the Present example:
examples/instances of same example Date Items Cost Selling Profit Total
the new lesson in fast learners price price price
(opposite
column).
G. Discussing new concepts Discuss data Discuss data of the table on record
and practicing new skills of the table on keeping.
#1 record
keeping.
H. Discussing new concepts Present Present parallel data. Change the
and practicing new skills parallel data. content of the entry.
#2 Change the Discuss the given data.
content of the
entry.
 Discuss the
given data.
I. Developing mastery Guided Group activities.
activity. Make their own record of sales of linen
Modeling products.
approach
using board
work activity.

Make their
own record of
sales of linen
products
(Practice
Exercises)
J. Finding practical What is the What is the relevance of the lesson to
applications of concepts relevance of you? In your daily living?
and skills in daily living the lesson to
you? In your
daily living?

(Teacher to
solicit more
responses
from the
learners).
K. Making generalizations What is the What is the importance of sales
and abstractions about importance of recording andrecord keeping?
the lesson record
keeping of
sales?

V. EVALUATING Provide an Provide an evaluation on record

VI. LEARNING evaluation on keeping of sales in a tabular
record presentation.
keeping of
sales in a
tabular
presentation.
VII. REMARKS
VIII. REFLECTIONS