Le in Tle 7

Content Standards The learners demonstrate understanding on the principle and concepts of
embroidery.
Performance Standards The learners used basic tool in embroider and create embroidered article.
LEARNER’S PACKETS
Most Essential Enabling/ Learne
Learning Prerequis Content r’s Audio
Videos/
Competencies ite Materi Materia Manipulatives
Visual
als ls
Page (s)
1. Principles of TLE 1. Link: Materials,
Design Textbo tools,
Embroidered ok Video clip: “ The equipment
article is page Principles of
Color wheel 30-33 needed
created Design” paper plate,
based on the crayons,
principles Reference:
and element
of design. https://www.youtube.c
2. Color om/watch?
scheme are v=ZK86XQ1iFVs
applied in
creating the
design.
2. Learners Module:
Pages: 30-33
Lesson Exemplars in TLE Using the IDEA Instructional Process
Modular Distance Learning

School J SANTIAGO INTEGRATED Grade Level Grade 7/8
LESSON HIGH SCHOOL
Teacher MARIEL P. LOPEZ Learning Area TLE 7/8 HANDICRAFT-
EXEMPLAR Exploratory Course
Teaching Date OCTOBER 12-16, 2020 Quarter First Quarter
Teaching Time No. of Days 4 days
(see PIVOT 4A BOW for the number of
days)
I. OBJECTIVES: At the end of lesson, the learners are expected to:

a. Identify the Different Principles and Elements of Design
b. Understand the importance of Principles of Design to create a good design
c. Make their own color wheel
A. Content Standards The learners demonstrate understanding on the principle and concepts of embroidery.
B. Performance The learners used basic tool in embroider and create embroidered article.
Standards
C. Most Essential 1. Embroidered article is created based on the principles and element of design.
Learning 2. Color scheme are applied in creating the design.
Competencies
(MELC)
D. Enabling
Competencies
(If available, write the
attached
enabling competencies)
II. CONTENT 1. Principles of Design
2. Color wheel
III. LEARNING K to 12 Handicraft production module
RESOURCES
A. References
a. Teacher’s Guide TLE/HE Handicrafts Curriculum Guide p. 2, TLE/HE MELCS p. 1
Pages
b. Learner’s PP. 8-10
Material Pages
c. Textbook Pages
A. Additional Learning module, paper plate, crayons, rubric scoring
Materials from
Learning
Resources
B. List of Learning Video clip: “ The Principles of Design”, “Design Principles”, “The
Resources elements of Arts and Design
for Development Reference: https://www.youtube.com/watch?v=ZK86XQ1iFVs
and
Engagement Reference: https://www.youtube.com/watch?v=axI_0bB5Nxw
Activities Reference: https://www.youtube.com/watch?
v=pigFSxi25qc&list=PLUPyLCL_r37YfalHGuBUXBzbaGO6l4tef
IV. PROCEDURES
A. Introduction What I need to know?
The learners will be provided some pictures of principles of design and the students will
answer the guide question.
1. What have you notice in the following picture?
2. Do you think they are related to each other?
3. Do you think the pictures you’ve seen a while ago are important to create a good
design especially in embroidery? How?
TASK 2. The learners will be provided a picture of color wheel and let the learners describe it
and explain how do colors work together
Unlocking of Difficulties:
 At this point, the learners will read some terminologies for better understanding.
Elements- a part or aspect of something abstract, especially one that is essential or
characteristic
Hue- A color or shade
B. Development What I know?

Let us determine how much you already know about the creating embroidered article.
Take this test.
I. Direction: Identify the word/s that best describe/s the following statements.
1. Color in between three spaces in the color wheel.
2. Two neighboring colors and their opposite.
3. Three neighboring colors one of which is dominant.
4. Colors opposite each other in the color wheel.
5. One color of different shade.
6. It is the arrangement of line, form, color and texture with the purpose of achieving
order and beauty.
7. A principle that infers repetition of line, form, shape and size.
8. This referred to as the center of interest of a design.
9. Refers to the surface appearance which is rough or smooth, dull or glossy, thick or
thin.
10. It is the easiest way of transferring design onto the fabric. Hot-iron transfer
II. Give at least 5 good working habits
After answering the questions, they may check their answers on the latter part of module, to
determine their background knowledge about the given topic reflected in the MELC.
What’s in?
Information sheet 2.1
- The learners will read with understanding the Learners module about the Principles and
Elements Of Design.
You can only produce good embroidered articles if you know how to create a good
design and use the right color o thread for it. Careful study of the principles of design
and strictly following it will help you produce a good design. Always bear in mind that
design is the arrangement of line, form, color and texture with the purpose of achieving
order and beauty.
1. Harmony- Harmony is the Law of Unity with variety. This principle infers repetition
of line, form, shape and size.
2. Proportion- Pertains to the relationship in size between a part and the whole.
3. Balance -May be produced in two ways, either formal or informal. Formal balance or
symmetry has equal color, shape, and size on either side of a design. While the informal
occult has unequal proportion.
4. Rhythm -It is a smooth related movement. Pattern and line carry the eyes along
without jerky motion. The eye automatically connects points in space.
5. Emphasis- The eye is carried first to the most important part of the design and then to
the other details in order of their importance. This referred to as the center of interest of a
design.
Elements of design
1. Line Skeleton or basic foundation sketch to direct the eye vertically or horizontally.
2. Texture Refers to the surface appearance which is rough or smooth, dull or glossy,
thick or thin.
3. Color- Color may be cool, warm, bright or dull. Choosing the right color will greatly
affect the appearance of your finished project.
Information Sheet 2.2

Transferring Designs
What is it?
 The learners will be provided with a video clip entitled “The Principles of Design and
the importance of art” to strengthen the points of their personal reflection and further
develop their knowledge about the elements and principles of design and how are these
important in creating a good design.
 The teacher will show a color wheel and explaining the vocabulary terms through the
model. Showing the students the correct places for the colors, and briefly demonstrating
how to build the color wheel that they will be putting together. (THROUGH VIDEO
PRESENTATION)
C. Engagement What’s more?
DAY 1-2
Direction: Students will be given a blank Principles of Design handout. The

students will define each of the principles of design in the space provided.
PRINCIPLES/ELEM DEFINITION/EXPLANATION
ENTS OF DESIGN
Harmony
Proportion
Rhythm
Emphasis
Balance
Line
Texture
DAY 3-4
Direction: Using the paper plate and crayons/colored pencils, ask students
to use the three primary colors to create a color wheel. This means that red,
blue, and yellow will be evenly distributed on the paper plate. Next, have
students mix the primary colors with one another where they touch using
the crayons/colored pencils to create secondary colors on their color wheels
and last have the students mix the primary and secondary colors to create
tertiary colors on their color wheels.
SCORING RUBRICS
Criteria POINTS FINAL
SCORE
1. Work towards work goals. 5
2. Showed knowledge of the content of 5
their output.
3. Display neatness in their output. 5
TOTAL POINTS 15
What I can do?

The students will make their own color wheel and write the procedure on
how they make it.
D. Assimilation What I have learned?
Students will write a short paragraph on how they liked/disliked the
lesson, what they learned from it, and how this new information is
helpful.
What I can do? (Assessment)
SELF-CHECK 2.1
Direction: Classify the following colors write PC for Primary color, SC for
Secondary color and TC for Tertiary color. Write your answer on your answer
sheet.
1. Blue
2. Blue-violet
3. Green
4. Orange
5. Red
6. Red-violet
7. Violet
8. Yellow
9. Yellow- orange
10. Yellow-Green
SELF-CHECK 2.2
Direction: Arrange the following steps chronologically. Write a for the first step, b for
the second and so on. Write your answer on your answer sheet
Hot-iron Transfer
1. Lift the iron then move it to another area of the design.
2. Place the design on the fabric, then pin at the corners.
3. Remove excess paper around the design.
4. Set flatiron at low setting before pressing it over an area of the design for a few seconds.
Tracing Method
1. Go over the lines of the design using a tracing wheel, a pencil or any sharp or
pointed instrument to trace the design.
2. Insert the carbon paper or dressmaker’s carbon, carbon side down, between the
design and fabric.
3. Place your design right side up on your fabric then pin at the corners.
Stamping
1. Dip the ball of cloth in bluing mixture. Rub the ball of cloth over the design in one
stroke or direction only.
2. Form the soft absorbent cloth into ball.
3. Lay the perforated pattern smooth side up on the part of the fabric where the design
is to be placed.
4. Lift one corner of the pattern carefully to check if the design had been correctly transferred.
5. Pin the corners of the design.
6. Prepare the blueing mixture.
7. Spread sheet of newspaper on a flat surface. Lay the fabric on the newspapers.
8. When the design has been fully transferred, remove the perforated pattern.
V. REFLECTION  The learners, in their notebook, journal or portfolio will write their
personal insights about the lesson using the prompts below.
I understand that _____________.

I realize that __________________.
Prepared by:
MARIEL P. LOPEZ
Teacher I
Checked by:
MYRA A. GIMENA
Teacher-in-Charge

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Content Standards The learners demonstrate understanding on the principle and concepts of

Lesson Exemplars in TLE Using the IDEA Instructional Process

Modular Distance Learning

I. OBJECTIVES: At the end of lesson, the learners are expected to:

B. Development What I know?

Information Sheet 2.2

Direction: Students will be given a blank Principles of Design handout. The

What I can do?

I understand that _____________.

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