TG Dressmaking G10

Kto12 BASIC EDUCATION CURRICULUM TECHNOLOGY AND LIVELIHOOD EDUCATION HOME ECONOMICS – DRESSMAKING GRADE 10

TEACHING GUIDE

GRADE LEVEL STANDARD The Dressmaking course is designed for a grade 10 student to develop knowledge, skills and attitude to perform tasks in Dressmaking. It leads to National Certificate Level (NC II) which covers three competencies that a grade 10 Technology and Livelihood Education (TLE) student ought to possess namely: 1) produce ladies‟ ladies‟ skirt; 2) produce ladies‟ ladies‟ blouse; and 3) produce ladies‟ ladies ‟ trousers. The preliminaries of this specialization course include: 1) explain core concepts in dressmaking; 2) discuss the relevance of the course and explore on opportunities for dressmaking as a career.

CONTENT STANDARD The learner demonstrates understanding of core concepts and principles in dressmaking.

PERFORMANCE STANDARD The learner independently demonstrates core competencies in dressmaking as prescribed in the TESDA Training Regulation.

LEARNING COMPETENCIES 1. Develop personal entrepreneurial skills 2. Produce skirt 3. Produce blouse 4. Produce trousers

I. INTRODUCTION This Teacher‟s Guide is intended for you as facilitator of learning, one who teaches Grade 10 students in dressmaking. This is designed to assist you and guide you in teaching dressmaking using the prescribed Learner‟s Material and to ensure that every student will perform the core competencies in dressmaking. It aims to help HE – HE – Dressmaking/ Gr. 10

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you impart knowledge, values, skills and interest t o the learners; It focuses f ocuses mainly on the Process and Delivery which is enriched with different activities that will assess the level of understanding of the students such as What to Know, What to Process, What to Reflect and Understand, and What to Transfer. The concepts and skills that will be developed will be the key for the learners to become successful and experts in dressmaking; thus, to ensure profitable business someday. PARTS OF THE LESSON

 A . K now This part of the learner‟s materials contains activities that will activate prior knowledge of the learner. It elicits tentative responses to provocative and critical questions essential to the development of understanding. Make sure learners are engaged in doing given activities and give assistance to the students where needed.

B . Proces Proces s In this phase, learners are provided with various learning activities to develop, demonstrate, demonstrate, and have hands-on experiences on the lesson. Through this process, learners‟ learners‟ opportunities  opportunities  to apply the knowledge and skills is evident and proven.

C . R eflect eflect and and Unders tand tand This part of the learner‟s material material provides other learning resources and experiences to enrich/ broaden the learner‟s understanding of the lesson through additional activities, reading resources, and provocative or critical questions.

D. Transfer In this part, learners are expected to demonstrate or show a completed product or performance as an output required for the lesson. Give your learners the opportunity to transfer what was learned in another activity or in real life situation. Ideally, this should be a performance test, what you usually call practical test. Do not hesitate to use ways of determining how your students can apply learned facts and concepts which are more authentic and realistic than those given in the learner‟s material.

II. OBJECTIVES Guided by the teacher and the learner‟s material, the learner is expected to:  

identify job opportunities through customer‟s needs and wants; provide quality dressmaking dressmaking service to target target clients based on the the prescribed industry standards; and

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you impart knowledge, values, skills and interest t o the learners; It focuses f ocuses mainly on the Process and Delivery which is enriched with different activities that will assess the level of understanding of the students such as What to Know, What to Process, What to Reflect and Understand, and What to Transfer. The concepts and skills that will be developed will be the key for the learners to become successful and experts in dressmaking; thus, to ensure profitable business someday. PARTS OF THE LESSON

 A . K now This part of the learner‟s materials contains activities that will activate prior knowledge of the learner. It elicits tentative responses to provocative and critical questions essential to the development of understanding. Make sure learners are engaged in doing given activities and give assistance to the students where needed.

B . Proces Proces s In this phase, learners are provided with various learning activities to develop, demonstrate, demonstrate, and have hands-on experiences on the lesson. Through this process, learners‟ learners‟ opportunities  opportunities  to apply the knowledge and skills is evident and proven.

C . R eflect eflect and and Unders tand tand This part of the learner‟s material material provides other learning resources and experiences to enrich/ broaden the learner‟s understanding of the lesson through additional activities, reading resources, and provocative or critical questions.

D. Transfer In this part, learners are expected to demonstrate or show a completed product or performance as an output required for the lesson. Give your learners the opportunity to transfer what was learned in another activity or in real life situation. Ideally, this should be a performance test, what you usually call practical test. Do not hesitate to use ways of determining how your students can apply learned facts and concepts which are more authentic and realistic than those given in the learner‟s material.

II. OBJECTIVES Guided by the teacher and the learner‟s material, the learner is expected to:  

identify job opportunities through customer‟s needs and wants; provide quality dressmaking dressmaking service to target target clients based on the the prescribed industry standards; and

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perform the three competencies that a grade grade 10 TLE student ought to possess namely:  produce ladies skirt;  produce ladies blouse; and  produce ladies trousers.   

III. PROGRAM REQUIREMENTS Grade 10 students who will take t ake Dressmaking course as their specialization in Technology and Livelihood Education (TLE)  –   –  Home Economics should have successfully taken the exploratory course in dressmaking in grades 7/8 and have successfully completed the competencies indicated in Grade 9. The student of this course must possess the characteristics of a person who are inclined in dressmaking, the common competencies, good visual impact; and or with perfect vision (20/20), and desirable work habits and attitudes towards the completion of output. Learners are expected to develop their knowledge and skills in Dressmaking. They should demonstrate skills Learners are required to demonstrate desirable work habits and attitudes towards the completion of outputs. The learner‟s materials should be taken for one school year for a total of 160 hours. Lessons should be taken one at a time, following the correct sequence being presented and should accomplish the assessment or enhancement activities before proceeding to the next lesson.  Along the learning process, learners of this course are required to complete the 25- hour - industry involvement to different dressmaking shops to experience the actual workplace. IV. LEARNING EPISODES This learning resource is subdivided into four (4) quarters which may serve as the recommended scope and limit for every academic grading period. In every quarter, there are lessons that comprise the learning outcomes. Before exploring the core competencies of Dressmaking, you will be guided on how to assess your own Personal Entrepreneurial Competencies and Skills (PECS) and demonstrate your understanding about the Environment and Market. Quarter I helps the learner demonstrate understanding on the principles of designing and sewing ladies‟ ladies ‟  skirt. This will lead the learners to draft and cut patterns, prepare and cut materials, assemble the garment parts and apply finishing touches. The preparation of project plan and rubrics for evaluating the finished products are also presented.. Quarter II discusses HE – HE – Dressmaking/ Gr. 10

how to produce ladies‟ ladies‟  blouse. The lessons in this Page 3

chapter deal with techniques and processes which will guide the learners in designing and sewing blouse. Learning outcome shows that learners demonstrate how to draft and cut pattern, prepare and cut materials, assemble garment parts, and apply finishing touches. Preparation of project plan and rubrics for evaluating the finished product is given and lessons on how to pack and label the finished product are also discussed. Quarters III and IV deal with the construction of ladies‟ trousers. In this lesson, the learner demonstrates understanding on the principles of designing and sewing ladies‟ trousers. Step-by-step procedures and techniques on how to draft and cut pattern for ladies trouser, prepare and cut materials, assemble garment parts and apply finishing touches on trousers are discussed. Project plan, and rubrics for evaluating the finished output are also given. Goodluck and use this learning material as your guide to become a successful dress provider in the future.

V. HOW TO USE THE

LEARNER’S MATERIAL

Here are some reminders on how to use this material. 1. Answer the diagnostic assessment before you proceed to the different activities. The diagnostic assessment determines how much you know about the lessons and identifies the areas you ought to learn more. Your teacher will check and analyze your score to determine your learning needs. 2. This learner‟s material contains relevant information and activities. Go over each activity carefully. If you encounter difficulties, do not hesitate to consult your teacher for assistance. Do not skip any topic unless you are told to do so. REMEMBER that each activity is a preparation for the succeeding activities. 3. For every lesson/learning outcomes, perform the enhancement activities to enrich the knowledge and skills. 4. After successfully finished the tasks, answer the post-test to be given by your teacher. Your score will be analyzed and will be used by your teacher for the computation of your grades. 5. Lastly, DO NOT mark the learner‟s material in any way.

VI. DIAGNOSTIC ASSESSMENT For the preliminary activity, tell the learners to accomplish the diagnostic assessment. Let them use separate sheet of paper for their answers. Explain that the purpose of the assessment is to find out how much they already know about the lesson and to determine whether to take the lesson as presented or go further to the next lesson. Make it clear that their scores will not be recorded for grading purposes. HE – Dressmaking/ Gr. 10

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If you found out that the learners already knew what you are about to teach, logic dictates that you do not need to teach it anymore. You may as well proceed to the next lesson. If you discover that the learners have some erroneous concepts, then teach and correct their misconceptions. Induce some more topics to help the students easily understand the lesson. It is a wise technique to start the lesson presentation based from the results of the students‟ diagnostic assessment.

DIAGNOSTIC ASSESSMENT  A. Multiple Choice

Directions: Read the statements carefully. Write the letter that best describes the statement. Write your answer in your quiz notebook. 1. Type of cloth that has the following characteristics: absorbency, heat conduction, strength, and beauty. a. Cotton c. Linen b. Poplin d. Broadcloth 2. Type of cloth which is also called tabinet. a. Gingham c. Linen b. Poplin d. Silk 3. Type of test that is used to determine slippage of threads by pulling the fabric from both sides of the tuck. a. Test by pin c. Test by thumb b. Test for sizing d. Test for straight of grain 4. Type of test that determines the strength and shape-holding qualities of both lengthwise and crosswise of fabrics. a. Test by pin c. Test by Thumb b. Test for sizing d. Test by mercerization 5. Type of skirt which is small at the waist and widens evenly as it reaches the ground. a. Straight skirt c. Pleated skirt b. Gathered skirt d. A-line skirt 6. Skirt style which is gathered at the waist and set into a band to look more fitted to the hips. a. Straight skirt c. Pleated skirt b. Gathered skirt d. A-line skirt

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7. The skirt style that has fullness all around the hem where soft ruffles goes up toward the waist from the bottom. a. Gored skirt c. Pleated skirt b. Flared skirt d. Gathered skirt 8. Sewing construction where the fabric sewn is between the fabric edge and the stitched seam line. a. Seams c. Tucks b. Darts d. Gathers 9. Sewing construction which serves the same purpose as a dart except it releases fullness at the larger parts of the body. a. Seams c. Tucks b. Darts d. Gathers 10. It is the process of joining two pieces of fabric where one is slightly longer than the other to have extra fullness for ease of movement rather than decoration. a. Stitching c. Pleating b. Easing d. Gathering 11. They are folds of fabric which give fashion and interest to clothing. a. Facings c. Pleats b. Darts d. Gathers 12. It is an extra fabric cut with the same shape as the facing and inserted between the facing and the garment to prevent stretching and sagging. a. Interfacing c. Lining b. Underlining d. Interlining 13. The measurement around the smallest part of the body. a. Lower hip c. Waistline b. Skirt length d. Lower hip level 14. It gives the dressmaker a blueprint of what a garment will look like. a. Sketching c. Measuring b. Pattern drafting d. Sewing 15. Darts, buttonholes, pleats, tucks, and pockets placement are examples of a. Grainline markings c. Dots b. Seamline d. Construction marks B. True or False Directions. Write True  if the statement is correct and False  if the statement is wrong. Write your answer in your quiz notebook.  _________1. Construction lines show where to cut the pieces.  _________2. Adding extra width along the entire side seam will make the waistline smaller.  __________3. Pattern layout helps determine if the patterns are enough HE – Dressmaking/ Gr. 10

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for the fabric.  __________4. When cutting the fabric, it is advisable to walk around the table instead of pulling the fabric towards you.  __________5.After cutting, remove the pins of the patterns immediately from the fabric.  __________6.In transferring marks onto the fabric, start with the small pattern pieces to finish the job earlier.  __________7.Pressing straighten the grain lines and preshrink fabric.  __________8.Do not press the seam before cross-stitching it with another seam.  __________9.The sequencing for the unit of construction of the different parts of the skirt is basically the same for all skirt types.  __________10. Zippers are generally used for placket closure. C. Identification Directions. Identify the words(s) that best describes the statements. Write your answer in your quiz notebook.  ________1. What color calls out the silhouette, or outline figure of a human body?  ________2. What color is used to call attention to your body features?  ________3. The color which best suggests activity, energy, and gaiety.  ________4. The color which is produced when yellow and violet color pigments mixed in equal amount.  ________5. The family name of a color.  ________6. What refers to the brightness or dullness of a color?  _______ 7. The color harmony produced when two colors are opposite each other on the color wheel.  ________8. What makes red, yellow, and blue in a color scheme?  ________9. What group of color is formed when red, yellow, and orange are placed in a group?  _______10. What type of fabric makes you look larger because it adds width and size to the apparent size of your figure? D. Matching Type

Directions. Match the descriptions given in (Column A) with the types of lines given in Column B. Write the letter of your answer in your quiz notebook.

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Column A(Descriptions) 1. 2. 3. 4. 5.

Column B (Types of Lines)

Feminine Masculine Short and/wide Tall and/slender Tall or short depending on the angle.

a. Curved b. Vertical c. Straight d. Diagonal e. Horizontal f. Broken Line

E. Identification. Directions. Name the following illustrations of skirts drawn below. Write your answer in your quiz notebook.

1.

3.

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2.

4.

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6.

5.

7.

F. Identify the body measurements of a skirt 1.

2.

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3.

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Key to Correction Diagnostic Assessment I. Multiple Choice  1. C 6. B 2. B 7. B 3. A 8. A 4. C 9. D 5. D 10. B III. Identification 1. horizontal line 2. form 3. yellow 4. light color 5. hue

11. C 12. A 13. C 14. B 15. D

6. Intensity 7. Complimentary 8. primary colors 9. brilliant colors 10. Straight, tubular Shapes

V. Identification  A. 1. circular skirt 2. button skirt with slide pockets 3. gathered skirt 4. four-darted skirt 5. waistline facing 6. A-line skirt 7. A-line skirt

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II. True or False 1. True 6. False 2. False 7. True 3. False 8. False 4. True 9. True 5. False 10. True IV. Matching Type 1. a 2. c 3. b 4. e 5. d

B. 1. waistline measurement 2. lower hip measurement 3. Skirt length

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Personal Entrepreneurial Competencies (PECs) Teacher’s Guide

Quarter I

4 hrs.

Grade Level Standard This is a specialization course which leads to Dressmaking National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities. Content Standard The learner demonstrates understanding Entrepreneurial Competencies in Dressmaking.

of

one‟s

Personal

Performance Standard The learner independently creates a plan of action that strengthens and or further develops his/her PECs in Dressmaking. Learning Competencies Develop and strengthen PECs needed in Dressmaking. I. Introduction This teacher‟s guide will lead you to effectively and efficiently teach Module 1. Moreover, this will guide you in determining relevant and appropriate teaching techniques and strategies that will fit the learning needs and demands of the learners to make them best understand and appreciate the importance of entrepreneurship and the entrepreneurial competencies related to Dressmaking. This module will also provide learners an opportunity to know that individuals possess different PECs. These PECs include characteristics, attributes, lifestyles, skills, or traits. Likewise, when one aligns these competencies with the competencies of successful practitioners or entrepreneurs, he or she will be ready to face the experiences of starting a

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business or being employed. Moreover, the module is designed to stimulate the learners to think about entrepreneurship and its role in the business community and in economic and social development. II. Objectives With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of PECs, particularly in: - identifying areas for improvement, development, and growth, - aligning learners‟ PECs according to their business or career choice, and - creating a plan of action that ensures success in their business or career choice. III. Presentation of Content

Introduction 

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Guide learners in appreciating and understanding PECs for them to be successful in business or in the workforce by sharing inspiring real-life stories of successful businessman and or well-known employees in the field of Dressmaking in the province. Explain to learners the importance of assessing their PECs. Guide learners in understanding the importance of entrepreneurs and entrepreneurship.

Objectives 

Guide learners in identifying and understanding the objectives of Module 1.

Pre-Assessment 

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Use the sample pre-assessment test available in the learners‟ materials or craft a comprehensive teacher-made test to assess learner‟s prior knowledge and skills in PECs. Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners.

G uide Ques tions 

Have learners actively perform task 2, and let them share their answers and relevant experiences with the class.

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Process learners‟ understanding of the guide questions presented on task 2.

Learning G oals and Targ et 

Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4.

G roup Activity 

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Group the learners, then ask them perform task 3. Let them share their thoughts with the class. Process learners‟ understanding and guide them in arriving at a relevant and acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer

Know   Discuss / present the importance of assessing personal entrepreneurial competencies (PECs) and skills vis-à-vis a practicing entrepreneur or employee; provide an actual example of an entrepreneur or employee existing in your province. Expand learner‟s curiosity by asking essential questions on the important characteristics / traits / attributes, and skills of a good entrepreneur. Assist / Guide learners in understanding the entrepreneurial competencies (characteristics, traits, attributes) and skills of a good entrepreneur. Have an appropriate, relevant, and timely learning activity for the learners to appreciate the best entrepreneurial competencies.  Assess learner‟s knowledge and skills on understanding of topic. Use the result of the pre-assessment to improve their learning.

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Process 

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Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them make their interpretation or personal insights based on the accomplished task. Facilitate student-to-student interactions and process learners understanding.

R eflect and Unders tand 

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Deepen learners‟ understanding of PECs by guiding them in accomplishing task 5 (Interview) on page 9-12. Facilitate appropriate learning activities to finish the task. Encourage learners to report their accomplishments to the class. Process learners‟ understanding.

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Transfer 

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Assist learners in individually accomplishing task 6 (Preparation of a Plan of Action) on page 12. Let them craft their own plan of action intelligently. Have learners present this in class. Process their understanding. Guide learners in answering the essential questions presented in task 7 on page 13. Have learners share their answers with the class, and then process their understanding. Provide learners more concrete example and enrichment activities to further deepen their understanding about PECs and its importance in day-to-day living as future entrepreneurs or employees. Provide learners applicable activities whereby they can transfer to the community what they have learned. Let learners use available resources in the community to accomplish the task.

V. Feedback Pre / Post Assessment 1. 2. 3. 4. 5.

E K H A J

6. B 7. C 8. I 9. D 10. F

VI. References 1. Module 5, Project EASE, Effective and Affordable Secondary Education 2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu

4. http://www.thetimes100.co.uk/theory/theory--constraints-HE – Dressmaking/ Gr. 10

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421.php#ixzz1PVki8a36

5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-303.php#ixzz1PVkyDy8k

6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv

7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing-245.php#ixzz1PVlc88gR

Environment and Market (EM) Quarter I

4 hrs.

Grade Level Standard This is a specialization course which leads to Dressmaking- National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities. Content Standard The learner demonstrates understanding of environment and market in Dressmaking in one‟s province. Performance Standard The learner independently creates a business vicinity map reflective of potential market in Dressmaking in a province. Learning Competencies  Develop a quality and marketable product or service in Dressmaking  Select a business idea based on the criteria and techniques set  Develop a brand for the product

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I. Introduction People who aspire to start a business need to explore the economic, cultural, and social conditions prevailing in an area. Needs and wants of the HE – Dressmaking/ Gr. 10

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people in a certain area that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis. II. Objectives With your assistance and guidance in facilitating this module, learners are expected to understand the underlying principles and concepts of environment and market more particularly in:

- identifying what is of “value” to the customer, - identifying the customer to sell to, - explaining what makes a product unique and competitive, -  applying creativity and innovative techniques to develop marketable product, and -  employing a unique selling proposition (USP) to the product and or service. III. Presentation of Content

Introduction   Using appropriate activities, lead learners in giving value to environment and market and its implication to be successful in a business related to Dressmaking. Guide learners in understanding the importance of environment and market; likewise, lead them in appreciating the value of SWOT  Analysis. Provide relevant, appropriate, and meaningful examples of SWOT  Analysis pertaining to Dressmaking. Help learners in presenting the importance of assessing their immediate environment and market pertaining to Dressmaking. Using your processing and questioning skills, guide learners in coming up with a generalization about the environment and market and its relationship to a successful field of Dressmaking.

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Objectives 

Guide learners in identifying and understanding the objectives of this module.

Pre-assessment 

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Use the sample pre-assessment test available in the learner‟s materials or craft a comprehensive teacher-made test to assess learner‟s prior knowledge and skills in environment and market. Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners.

G uide Ques tions 

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Ask learners to perform task 2 and guide them in presenting their answers to the class. Process learners‟ responses and guide them in making appropriate generalizations.

Learning G oals and Targ et  

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Help learners in planning their own learning goals and target as reflected on page 18. Provide enrichment activities and guide them in analyzing available resources and technology in the community to be used in accomplishing their learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer

Product development Know Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition, and its relationship to environment and market and business at large. Let learners participate in the discussion on the aforementioned topics. Assist and/or guide learners in presenting their ideas and relevant experiences. Design varied levels of learning activities for the learners to better understand the topics related above.   Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition. Design an assessment to evaluate learners‟ knowledge, skills,  and understanding of the previous topics. Use the result of the assessment in designing / developing learning

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activities that will enrich learners‟ understanding.

Process 

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Guide learners in accomplishing task 3 on pages 24 to 25. Let them conduct a research by interviewing a successful entrepreneur or practitioner within the province. Have learners present their research to the class. Process their understanding in relation to the objectives of this module.

R eflect and Unders tand   Inspire learners to deepen their understanding about the environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25. After watching the videos, let them prepare a comprehensive narrative report on the topics they watched. Encourage learners to present their accomplishments to the class. Process learners‟ understanding in relation to the objectives of this module.

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Transfer Guide learners in developing concepts for their own product or service as reflected on task 5 on page 26. Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service. Evaluate learners‟ output by referring to teacher -made rubrics which is aligned to the performance standards. Let learners eloquently share and present their output with the class.   Lead learners in reflecting on the importance of product conceptualization.

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G enerating Ideas for Bus ines s Know 

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Let learners read and understand topics related to generating ideas for business, selecting a business idea, and branding. Let learners undergo varied levels of learning activities to better appreciate the importance of generating ideas for business, selecting a business idea, and branding. Process learners‟ understanding relative to the objectives of this module.

Process 

Lead learners in reflecting on their SWOT Analysis and its

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importance in generating business ideas by engaging them in learning opportunities for interaction with others outside the classroom and with the use of technology. 

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Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches. Provide an appropriate type of assessment to evaluate learners‟ understanding of the SWOT Analysis. Use the result of the assessment to craft more appropriate and productive learning activities. Assist learners in performing task 6 (SWOT Analysis). Evaluate / Assess learners‟ output and check it against the objectives of this module.

R eflect and Unders tand 

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Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing task 7 (Extra Readings and Video Viewing) on page 33. Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output.

Transfer 

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Have learners prepare task 8 (Designing a Logo). Assist learners in accomplishing this task by letting them adhere to their real life experience.  Assess learners‟ output using teacher -made rubrics following the standards and objectives of this module. Have learners prepare task 9 (Making My Own Vicinity Map). Guide learners in creating their own vicinity map reflective of potential market in Dressmaking in your province. Ask them to present their output and process their understanding by asking relevant and essential questions.  Assess learners‟ output using teacher -made rubrics following the standards and objectives of this module.

V – Feedback Pre / Post Assessment 6. D 7. C 8. A 9. B 10. A HE – Dressmaking/ Gr. 10

6. D 7. B 8. C 9. D 10. D Page 19

VI – References 8. Module 5, Project EASE, Effective and Affordable Secondary Education 9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 10. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu 11. http://www.thetimes100.co.uk/theory/theory--constraints-421.php#ixzz1PVki8a36 12. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-303.php#ixzz1PVkyDy8k 13. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv 14. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR

QUARTER I

Overview  This chapter discusses theories and principles in making ladies‟ skirt. The lessons in this chapter deal with the kinds of fabric suited for ladies‟ skirt, styles of ladies‟ skirt and techniques and processes which will guide your students in sewing his or her choice of skirt at the end of the grading period. There are different styles of ladies‟ skirt presented and each one will serve as the student‟s activity to master a certain style especially in drafting pattern of them. A step-by-step guide will be given in administering and presenting the lesson is presented. In this quarter, you will learn how dressmaking becomes a sustainable source of living for the people. The evolution in fashion trends gradually change from time to time. People‟s desire to own stunning and  tremendous outfit began since the beginning. It seems an elusive dream for deprived individuals with economic predicament but an everyday fashion to affluent persons. This longing for attractive HE – Dressmaking/ Gr. 10

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and fashionable outfit remains unvaried to everyone though season and mode of fashion change from time to time. Progression in clothing closely associated with social, economical and technological aspect and it is happening to everyone all over the world. One is longing to look at his/her best especially in proper grooming and personality development. A pretty lady wearing a lousy dress is not as smart as an ordinary woman wearing well-fitted outfit confidently walking down the street. A man wearing lousy jeans will not be attractive as the man with well-fitted casual wear speaking in a meeting. To have a well-fitted outfit contribute a lot in the personality of the wearer thus, it will make him/her more comfortable and more confident. Do you want to have your own? Do you wish to create and produce garment made and sewn by yours? If you are not well equipped with the knowledge on how to do it, this is your chance to practice making it. Study the techniques and processes in performing every step in doing it and later, you will be proud of what have you done, a quality and a well-fitted garment that will suit you and will make you more appealing than ever.

G eneral Objectives  At the end of this quarter, learners are expected to: 1. perform how to draft and cut pattern for a skirt; 2. prepares and cuts materials for a skirt; 3. demonstrate how to assemble the garment parts; and 4. apply finishing touches on a skirt.

Let’s See What You Know 

Pre – Test 1  A 30-item test will be given every quarter to determine the knowledge of learners in terms of the competencies they need to develop. For proper and more systematic way of recording, ask the learners to have a quiz notebook for their assessments,. This will be a great help not just for the teacher‟s record but also for the learner‟s file of results during assessments. Guide the students to answer honestly and individually the pre-assessment found in this module. Give them with time limit and ask them to write their answers on their notebook. Let the learners score their answers for the purpose of recall. Together with HE – Dressmaking/ Gr. 10

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the students, analyze the results of the pre-assessment to determine where they are in terms of background both in knowledge and skills; their strengths and weaknesses as your bases for planning instructional activities.

Pre-Test 1

A. Multiple Choice Directions: Read the statements carefully. Write the letter that best describes the statement. Write your answer in your quiz notebook. 1. The principle of design which connotes feeling of rest or equilibrium. a. Balance c. Rhythm b. Proportion

d. Emphasis

2. A slender girl wearing big, bulky bag seemed to be over-balanced. What principle of design is emphasized? a. Formal balance

c. Vertical balance

b. Informal balance

d. Horizontal balance

3. Hips and legs of a lady where full, gathered skirt is best suited for. a. Narrow hips

c. Thin legs and feet

b. Large hips

d. Heavy legs and ankle

4. Waistline of a woman where wide belts, broad collars and fullness in blouse is good. a. Short waist

c. Prominent abdomen

b. Thick waistline

d. Long waist

5. Low V-neckline, collarless coats, narrow, flat and pointed collars are best outfit for an individual who has a a. Round shoulders

c. Long, thin face

b. Short, plump neck

d. Long, thin neck

6. The design which refers to the surface enrichment of structural design. a. Structural design

c. Decorative design

b. Design

d. Art

7. It is formed when three colors are in equal distance apart on the color wheel. a. Complementary

c. Split complementary

b. Triad harmony

d. Double split complementary

8. A sturdy cotton twill textile in which the weft passes under two or more warp threads. HE – Dressmaking/ Gr. 10

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a. Denim

c. Poplin

b. Linen

d. Cotton gabardine

9. It is a style of skirt that is made by taking the width of the darts from each side seam and making the panel look like pleated strips. a. Straight skirt

c. Gored skirt

b. Pleated skirt

d. Gathered skirt

10. Body measurements which are taken from side to side in left-to-right direction. a. Horizontal

c. Vertical

b. Circumferential

d. Diagonal

11. It is taken around certain parts of the body such as bust line, waist line, hip line, armhole, and the like. a. Horizontal

c. Vertical

b. Circumferential

d. Diagonal

12. When the tape measure runs from the waistline level down to the skirt length desired. a. Waistline

c. Lower hip level

b. Lower hip

d. Skirt length

13. A kind of pattern which contains exact body measurements and reflects no definite style. a. Pattern

c. Foundation pattern

b. Style pattern

d. Envelope pattern

14. The fabric fold wherein the fabric is folded lengthwise at the center with selvages together. a. Lengthwise centerfold

c. Crosswise centerfold

b. Off-center lengthwise fold d. Off-center crosswise fold 15. The label which indicates the brand name or brand logo of company where the garment comes from. a. Brand or main label

c. Size label

b. Care label

d. Flag label

16. The label which includes wash care and ironing instructions and is attached at side seam of the garment. a. Manufacturer label

c. Flag label

b. Care label

d. Brand or main label

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17. The label which has specific measurements of human body such as S for small, M for medium, L for large, etc. a. Brand or main label

c. size label

b. Flag label

d. Manufacturer label

18. These are used on parts of the garments subject to strain such as collars, cuffs or sleeves, belts, waistbands, and pants. a. Hooks and eyes

c. Zipper

b. Buttons

d. Snaps

19. The sequencing for the unit method of construction of the different parts of the skirt is the same for all types of skirts. a. True

c. False

b. not suited for all

d. for a particular skirt line only

20. In cutting the front and back skirt on the sewing line, a. Include the zipper allowance of the back skirt. b. Do not include the zipper allowance of the back skirt. c. Leave it as is. d. Cut the allowance and remove it

B. SEQUENCING. Directions. Arrange the steps in attaching or connecting the waistband of a basic straight skirt. Write the number in your quiz notebook.  __________1. Pin one side of the interfacing (stiffener) throughout the waistband from end to end, touching the sewing line of one side of the waistband.  __________ 2. Hand baste this for easy machine sewing. Later on, if you master this technique, you can do machine sewing them directly without hand basting. Remove the pins.  __________3. Fold up the waistband where the interfacing is connected and with a pencil or tailor‟s chalk, re-line the sewing line.  __________4. Fold up the allowance on both ends of the waistband by pinning them.  __________5. Machine sew this together 1/8 of an inch (0.3 cm.) away from the sewing line of the skirt.  __________6. Starting from the overlap side of the skirt (the left hand side of the skirt), pin the waist band without the interfacing (stiffener) attachment, leaving a ½ of an inch (1.3 cm.) allowance on the waistband on the wrong side of the skirt. Pin until you reach the other end of the skirt. HE – Dressmaking/ Gr. 10

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 __________7. Fold the center of the waistband as seen in the illustration. Adjust the pins to hold together the other flap of the waistband. Machine sew to close the ends of the waistband. Lock stitch both ends  __________8. Open the zipper of the skirt, then reverse the skirt to its wrong side where you will connect the waistband.  __________9. Reverse the fold by pushing the corners in with your index finger. To get a sharp corner, after reversing, gently push the corner withh trhe sharp point of your scissors.  __________10. Machine sew together the waistband and the skirt.  Answer Key:  A. Multiple Choice

B. Sequencing

1. A

11. B

1. 1

2. C

12. D

2. 6

3. A

13. C

3. 3

4. D

14. A

4. 8

5. B

15. A

5. 2

6. C

16. B

6. 5

7. B

17. C

7. 9

8. A

18. A

8. 4

9. B

19. A

9. 10

10.A

20. A

10.7

LESSON 1

PRODUCE LADIES’ SKIR T

Learning Outcome 1 Draft and Cut Pattern for Ladies Skirts

Objectives  At the end of this quarter, learners are expected to: 1. draft and cut pattern for a skirt; 2. prepare and cut materials for a skirt; 3. assemble the garment parts; and HE – Dressmaking/ Gr. 10

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4. apply finishing touches on a skirt.

Principles and Elements of Design This is a review of the Principles and Elements of Design(page 43 to 58). Elaborate and explain how principles and elements of design contribute a lot in proper grooming and personality development of the wearer when it comes to fashion trend. You can add some exercises especially in the Elements of Design. Have your students make and practice making their freehand sketches of different kinds of lines in a bond paper to let them be familiar with them.

Let’’s  D Do  iit!

Make a template of eight (8) boxes with the same sizes. Sketch or illustrate dresses of latest fashion with prints or designs of the different kinds of lines.

Kinds of Lines

HE – Dressmaking/ Gr. 10

1. Horizontal Line

5. Convex Line

2. Vertical Line

6. Zigzag Line

3. Diagonal Line

7. Wave Line

4. Concave Line

8. Spiral Line

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Rubrics for Art

Advanced

Proficient

Basic

5

3

In-Progress

Grade/Standa rd

10

7

1

0

How well directions are followed

Every direction is followed to the fullest extent

 All directions are followed

Many directions are followed

Some directions are followed

Few directions are followed

Directions have not been followed

Neatness

Completed artwork is exceptional ly neat

Completed artwork is very neat

Completed artwork is neat, with some parts less neat

Completed artwork is more messy than neat

 Artwork is incomplete or extremely messy

 Artwork is incomplete

Work Habits

Student worked for entire period with superior focus and did not need reminders to stay on task

Student worked for entire period and did not need reminders to stay on task

Student worked most of the period and needed few reminders to stay on task

Student worked part of the period and needed several reminders to stay on task

Student did not work much during the period and needed several reminders to stay on task

Student did not work during the period even with several reminders to stay on task

Expectations

Student has exceeded expectation s of his/her ability level

Student has fully met expectatio ns of his/her ability level

Student has met most expectatio ns of his/her ability level

Student has met some expectatio ns of his/her ability level

Student has not met few expectatio ns of his/her ability level

Student has not met expectatio ns of his/her ability level

 Adapted from: www.pinterest.com

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Let’’s  D Do  iit!

Draw an original version of your color wheel. Collect straps of fabrics and paste them in the color wheel using the color combination of fabric.

Rubrics for Art

Advanced

Proficient

Basic

5

3

In-Progress

Grade/Standa rd

10

7

How well directions are followed

Every direction is followed to the fullest extent

 All directions are followed

Many directions are followed

Some directions are followed

Few directions are followed

Directions have not been followed

Neatness

Completed artwork is exceptional ly neat

Completed artwork is very neat

Completed artwork is neat, with some parts less neat

Completed artwork is more messy than neat

 Artwork is incomplete or extremely messy

 Artwork is incomplete

Work Habits

Student worked for entire period with superior focus and did not need reminders to stay on task

Student worked for entire period and did not need reminders to stay on task

Student worked most of the period and needed few reminders to stay on task

Student worked part of the period and needed several reminders to stay on task

Student did not work much during the period and needed several reminders to stay on task

Student did not work during the period even with several reminders to stay on task

Expectations

Student has

Student has fully

Student has met

Student has met

Student has not

Student has not

HE – Dressmaking/ Gr. 10

1

0

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exceeded expectation s of his/her ability level

met expectatio ns of his/her ability level

most expectatio ns of his/her ability level

some expectatio ns of his/her ability level

met few expectatio ns of his/her ability level

met expectatio ns of his/her ability level

 Adapted from: www.pinterest.com

Review of Learning Outcome 1

Directions. Unscramble the letters in the box to form the word t hat best describes the statements below. Write your answer in your quiz notebook. 1.

N

O

T

P

O

O

R

I

P

R

It involves the relationship of one part to another. 2.

E

B

L

N

A

A

C

The feeling of rest and equilibrium.

3.

P

S

E

M

H

A

I

S

It means that one part of a design must be more important than the other parts. 4.

E

N

I

L

It is the basic part of any design.

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5.

X

E

E

T

U

T

R

The surface quality of a fabric. 6.

H

T

R

M

Y

N

It is the movement of the eye from one part of the design to other parts. 7.

A

N

Y

O

H

R

M

The feeling of oneness and unity. 8.

T

E

N

T

I

S

I

Y

N

It is the brightness or dullness of a color  9.

M

O

R

F

Refers to the shape of an object as determined by line. 10.

R

O

O

C

L

This affects our mood but adds beauty and life in everything that surrounds us.  Answer Key: 1. proportion 2. balance 3. emphasis 4. line 5. texture 6. rhythm 7. harmony 8. intensity 9. form 10. color

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Enhancement  a acti vit y  What‟s In? Latest Trend in Fashion Let the students have a seketch or illustration of their own creation of latest fashion in dress applying the principles and elements of design. Directions: Make a miniature of the different styles of skirt using the appropriate fabric.

Rubrics for Art

Advanced

Proficient

Basic

5

3

In-Progress

Grade/Standa rd

10

7

How well directions are followed

Every direction is followed to the fullest extent

 All directions are followed

Many directions are followed

Some directions are followed

Few directions are followed

Directions have not been followed

Neatness

Completed artwork is exceptional ly neat

Completed artwork is very neat

Completed artwork is neat, with some parts less neat

Completed artwork is more messy than neat

 Artwork is incomplete or extremely messy

 Artwork is incomplete

Work Habits

Student worked for entire period with superior focus and did not need reminders to stay on

Student worked for entire period and did not need reminders to stay on task

Student worked most of the period and needed few reminders to stay on task

Student worked part of the period and needed several reminders to stay on task

Student did not work much during the period and needed several reminders to stay on task

Student did not work during the period even with several reminders to stay on task

HE – Dressmaking/ Gr. 10

1

0

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task Expectations

Student has exceeded expectation s of his/her ability level

Student has fully met expectatio ns of his/her ability level

Student has met most expectatio ns of his/her ability level

Student has met some expectatio ns of his/her ability level

Student has not met few expectatio ns of his/her ability level

Student has not met expectatio ns of his/her ability level

 Adapted from: www.pinterest.com

Enhancement  a acti vit y 

Have a research on the following: 1.

Make an album of the different kinds of fabric. Identify each fabric.

2.

Give several reasons why a manufacturer would blend two or more fibers into one fabric. Tell why the following might be blended. a. Cotton and acrylic b. Cotton and silk c. Cotton and spandex d. Cotton and wool e. Wool and nylon f. Rayon and acetate

Rubrics for Art

Advanced Grade/Standa rd

10

7

How well directions are followed

Every direction is followed to the fullest

 All directions are followed

HE – Dressmaking/ Gr. 10

Proficient

Basic

5

3

Many directions are followed

Some directions are followed

In-Progress 1

Few directions are followed

0

Directions have not been followed

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extent Neatness

Completed artwork is exceptional ly neat

Completed artwork is very neat

Completed artwork is neat, with some parts less neat

Completed artwork is more messy than neat

 Artwork is incomplete or extremely messy

 Artwork is incomplete

Work Habits

Student worked for entire period with superior focus and did not need reminders to stay on task

Student worked for entire period and did not need reminders to stay on task

Student worked most of the period and needed few reminders to stay on task

Student worked part of the period and needed several reminders to stay on task

Student did not work much during the period and needed several reminders to stay on task

Student did not work during the period even with several reminders to stay on task

Expectations

Student has exceeded expectation s of his/her ability level

Student has fully met expectatio ns of his/her ability level

Student has met most expectatio ns of his/her ability level

Student has met some expectatio ns of his/her ability level

Student has not met few expectatio ns of his/her ability level

Student has not met expectatio ns of his/her ability level

 Adapted from: www.pinterest.com

Types and Properties of Fabrics Suited for Ladies Skirt  A presentation of the different types and properties of fabrics suited for Ladies Skirt is given emphasis on page 59. Discuss and explain the types and properties of fabrics suited for making a ladies‟ skirt. Let the students perform the next activity.

Styles of Skirt This lesson deals with the styles of skirt. (page 68). Illustrations are presented for the students to be familiar with the different styles of skirt. To better introduce the different styles of skirt

Review of Learning Outcome 2 HE – Dressmaking/ Gr. 10

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A. Identification Type. Directions. Name the following types of skirts.

1.

________________

HE – Dressmaking/ Gr. 10

2. _________________

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3._________________

4. _________________ 5.. ______________

 Answer Key 1. Full circle skirt 2. Tube-like skirt/straight skirt 3. Ruffled petticoat skirt 4.Ppleated skirt 5. Gathered skirt

Enhancement  a acti vit y 

Let the students collect pictures and make an album of the different styles of skirt. Let them label each of them. Give them at least one week to prepare it and collect it. Let them share their experience and their own insight about the importance of the album in relation to their course.

Enhancement  a acti vit y 

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 A. Directions: Get a partner and measure his/her actual body measurement needed in making the skirt pattern. This will be the actual measurements needed in sewing the ladies skirt. Use separate sheet if necessary.

Body Measurements for a Skirt (page 68) Describes the process in taking body measurements needed in making a skirt. Let the students perform the preceding activity to practice their skill in taking body measurement. Let the students perform the Enhancement Activity 2 as an application to Lesson 1.5 to develop more their skill in taking body measurements for ladies skirt.

The succeeding lessons will deal on drafting basic or block pattern of the skirt. There is a review of the tools and materials used in drafting pattern. Let the students be familiarized with the tools by showing them the actual ones and let them give the uses or functions of each.

Review of Learning Outcome 2

Name the following tools used in drafting pattern.

1. ____________________ 2. _____________________

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3. ______________________4. ______________________

5. _______________________  Answer Key: 1. French curve 2. Tape measure 3. L-square 4. Tracing wheel 5. Tailor‟s chalk Project Planning Guide the students in accomplishing their own Project Plan. Let them formulate their own objectives and fill in completely the form. Let the students be a part in the making of the criteria of their project so that they will be aware of the guidelines or criteria while making their output.

Enhancement  a acti vit y  Make a Project Plan Directions: Make a project plan for your sleeping garment using the template below. Use separate sheet if necessary.

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Project Plan No. ___ Name: __________________________Date Begun: _____________ Year and Section: _________________Date Finished: _______________ I.

Name of the Project: ____________________________________

II. Objectives: 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________

III. Tools and Equipment: 1.______________________________________________ 2.______________________________________________ 3.______________________________________________ 4.______________________________________________ 5.______________________________________________ IV. Materials and Supplies Needed: Quantity

Unit

Description

Unit Cost

Total Cost

Total

V. Sketch / Illustration of the Project

VI. Procedure:  A. Pre-sewing stage  A1.  A2.  A3. B. Sewing Stage B1. B2. B3.

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VII. Evaluation

Criteria for Evaluation (Rubrics of Performance)

Drafting the Fundamental Lines of the Skirt This lesson explains the steps in drafting the fundamental lines for the skirt. Let the students perform the procedure in making the skirt pattern (front and back). And for the succeeding lessons, let the students manipulate the different styles of skirt so that they will be familiar with the steps in drafting the pattern of each style of skirts.  Always check the works of the students and the correctness in following directions should be properly observed. The proper use of drafting tools in plotting measurements, as well as neatness in constructing lines and construction marks should be well stressed.

Enhancement  a acti vit y 

Directions: Select at least three (3) kinds of the different Types of Skirts. Do it within 10-15 minutes only. If you can do it, you are a fast learner, Congratulations!

In this lesson, the observance of desirable values and good work habits should go hand in hand with the development of knowledge and skill in pattern drafting.

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Let the students perform the following: Explain the steps in drafting the following patterns. Supervise them while performing the activity. Let them follow carefully the procedure in drafting the patterns.

Let’’s  D Do  iit!

Drafting the Fundamental Lines for the Skirt A. The Skirt Pattern (front and back) In drafting the skirt (front and back) pattern, locating the four major lines will simplify your drafting activities. A. The Skirt Pattern (front and back) In drafting the skirt (front and back) pattern, locating the four major lines will simplify your drafting activities. Procedure 1. On your pattern paper, draw a perpendicular line T. Mark the midpoint as 1. 2. From 1, measure 1 cm down to get 2. 3. From 1, measure 1½ cm down to get 3. 4. From 1, measure 18 cm to 25 cm down to get 4. 5. From 2, apply the front skirt length down tom get 5F 6. From 3, apply the back skirt length down to get 5B. 7. Square 4 and 5B to the left. 8. Square 4 and 5F to the right. Fundamental Lines in drafting Pattern for Skirt

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Enhancement  a acti vit y 

Directions: Select at least three (3) kinds of Drafting the different Types of Skirts. Do it within 10-15 minutes only. If you can do it, you are a fast learner, Congratulations!

Use the rubric in evaluating the output of the students. This will be the indicator if the student will proceed to the next lesson. Rubric in Drafting the Pattern for the Fundamental Lines of the Skirt Item

1. Use of Tools

5

3

Tools were complete, appropriate and correctly used.

Used the correct 2.Procedure method. Procedures correctly followed.  All pattern details were 3. Pattern correctly measured and accurately drafted. Finished the pattern ahead 4. Speed of time.

1

Lack of one tool, some were appropriate and correctly used.

Lack of two or more tools, some were appropriate and not correctly used.

Used the correct method. Procedures partly followed. Some pattern details were inaccurately drafted.

Failed to use the correct method. Procedures not followed.  All pattern details were not drafted correctly and accurately. Finished the pattern more than the allotted time.

Finished the pattern on time.

Score

20 points perfect score HE – Dressmaking/ Gr. 10

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Let’’s  D Do  iit!

Drafting the Back Skirt Pattern 1. On the basic back skirt pattern, from 1 to 6B, use onefourth waist measurement plus 4 cm. Connect 3 to 6B with a broken line. 2. From 4 to 7B, use one-fourth hip measurement plus 1.5 cm. Connect 6B to 7B by using a hip curve. 3. From 5B to 8B, use one-fourth hip measurement plus 1 cm. Connect 7B to 8B. 4. From 3 to 9B, use one-half bust point width minus 1.5 cm. 5. From 9B to 10B, measure 4 cm. 6. Get the midpoint of 9B and 10B, and mark this 11B. 7. From 11B to 12 B, measure 15 cm. Connect 9B, 10B, and 11B to 12B to form the waist dart. 8. Fold 9B over 10B. Connect 3 to 6B with a slight curve. 9. From 6B to 13B, use the back skirt side length. 10. Connect 5B to 13B with a slight curve.

Back Skirt Pattern

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Let’’s  D Do  iit!

Drafting the Front Skirt Pattern 1. On the basic front skirt pattern, from 1 to 6F, use one-fourth waist measurement plus 2.5 cm. Connect 6 to 6F with a broken line. 2. From 4 to 7F, use one-fourth hip measurement plus 1.5 cm. Connect 6F to 7F with a slight curve. 3. From 5F to 8F, use one-fourth hip measurement plus 1 cm. Connect 7F to 8F with a straight straight line. 4. From 2 to 9F, use one-half bust point width minus 2 cm. 5. From 9F to 10F, measure 2.5 cm. 6. Get the midpoint of 9F and 10F, and mark this 11F. 7. From 11F to 12F, measure 8cm to 13 cm. Connect 9F, 10F, and 11F to form the waist dart. 8. Fold 9F over 10F. Connect 2 to 6F with a slight curve. 9. From 6F to 13F, use the front skirt side length. 10. Connect 5F and 13F with a slight curve.

Front Skirt Pattern

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Use the rubric in evaluating the output of the students. This will be the indicator if the student will proceed to the next lesson. Rubric in Drafting the Pattern for Different styles of Skirt Item 5 3 1 Score

1. Use of Tools

Tools were complete, appropriate and correctly used.

Used the correct method. 2.Procedure Procedures correctly followed.  All pattern details were 3. Pattern correctly measured and accurately drafted. Finished the pattern ahead 4. Speed of time.

Lack of two or more tools, some were appropriate and not correctly used. Used the Failed to use correct method. the correct Procedures method. partly Procedures not followed. followed. Some pattern  All pattern details were details inaccurately were not drafted. drafted correctly and accurately. Finished the Finished the pattern on time. pattern more than the allotted time. Lack of one tool, some were appropriate and correctly used.

20 points perfect score Procedure in Drafting the Different Styles of Skirt The following activities will help the students manipulate different styles of skirts. Demonstrate how to draft the pattern. Explain the step by step procedure and guide the students in making the activity. Choose only one activity for the type of skirt which you know best suited to your students. students. Drafting the Front Basic Straight Skirt Pattern (p. 80) Drafting the Back Basic Straight Skirt Pattern (p. 82) Drafting the Front Skirt Pattern of an A-Line Skirt (p. 87) HE – HE – Dressmaking/ Gr. 10

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Drafting the Back Skirt Pattern of an A-Line Skirt (p. 88) Drafting the Front Skirt Pattern of a Four Darted Skirt with Waistline Facing (p. 90) Drafting the Back Skirt Patter9 of a Four-Darted Skirt with Waistline Facing (p. 91 Drafting Pattern for the Waistline Facing (p. 89) Drafting the Pattern of Front Gathered Skirt (p. 91) Drafting the Pattern of Back Gathered Skirt (p. 92) Drafting the Pattern of an All Around Pleated Skirt with Hip Yoke (p. 99)

Use the rubric in evaluating the output of the students. This will be the indicator if the student will proceed to the next lesson. Rubric in Drafting the Pattern for Different styles of Skirt Item

5

3

1. Use of Tools

Tools were complete, appropriate and correctly used.

Lack of one tool, some were appropriate and correctly used.

Used the correct method. 2.Procedure Procedures correctly followed.  All pattern details were 3. Pattern correctly measured and accurately drafted. Finished the pattern ahead 4. Speed of time.

1

Score

Lack of two or more tools, some were appropriate and not correctly used. Used the Failed to use correct method. the correct Procedures method. partly Procedures not followed. followed. Some pattern  All pattern details were details inaccurately were not drafted. drafted correctly and accurately. Finished the Finished the pattern on time. pattern more than the allotted time.

20 points perfect score

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Altering the Basic/Block Pattern  After drafting the patterns, discuss the importance of pattern alteration. Demonstate how to adjust some measurements that do not fit to the client‟s body measurement. Explain the general principles for pattern alterations and the methods used in altering patterns (p. 95).

Enhancement  a acti vit y 

Directions: Select at least one method in pattern alterations and alter the basic/block pattern of classmate‟s skirt. Let the teacher check the work.

Use the rubric in evaluating the output of the students. This will be the indicator if the student will proceed to the next lesson. Rubric in Pattern Alteration 2 1

Item

3

1. Use of Tools

Tools were complete, appropriate and correctly used.

Used the correct method. 2.Procedure Procedures correctly followed.  All pattern details were 3. Pattern correctly measured and accurately HE – Dressmaking/ Gr. 10

Score

Lack of two or more tools, some were appropriate and not correctly used. Used the Failed to use correct method. the correct Procedures method. partly Procedures not followed. followed. Some pattern  All pattern details were details inaccurately were not drafted. drafted correctly and Lack of one tool, some were appropriate and correctly used.

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4. Speed

drafted. Finished the pattern ahead of time.

Finished the pattern on time.

accurately. Finished the pattern more than the allotted time.

12 points perfect score

Techniques in Cutting Final Pattern (p. 105) Discuss the general guidelines and techniques in cutting final pattern. Demonstrate the proper way of cutting the final pattern. Let the students perform the cutting of their final pattern.

Enhancement  a acti vit y 

Choose one type of skirt from the different skirt types and draft the basic pattern of it by following the given body measurement. Observe the step-by-step procedure. Waistline: 25 inches nd 2 hip: 35 inches Length of dart: 20 inches

Materials to be used: 1. pattern paper 2. pencil 3. tape measure 4. L-square/ ruler 12” 5. hip curve 1. Draft the following foundation patterns: a. Front skirt b. Back skirt 2. Style the foundation patterns according to the chosen style of the garment to be Learning Outcome 2 constructed. Prepare and Cut Materials for Ladies Skirt

In this lesson, the preparation on how to construct the ladies skirt is presented in step by step. Discuss clearly the methods and techniques used in preparing and cutting materials for ladies skirt. Conduct demonstration method on How to Lay Out Pattern Pieces onto the Fabric (Lesson 1.11 on p.106), Let them perform the enhancement activity. Cutting the Fabric (Lesson 1.13 on p. 112), and Transferring HE – Dressmaking/ Gr. 10

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of Marks Onto the Fabric (Lesson 1.14 on p. 114). For each skill, there is a certain enhancement activity that the students are going to perform. Let them do each of the skills to determine if they are ready to go to the next lesson. This is to ensure that the students will master the skills mentioned. Refer to the rubric below to evaluate the performance of the students.

P E R F O R M A N C E

L E V E L

Dimension Excellent (4 pts.) 1. Use of tools and equipment

Uses tools and equipment correctly and confidently at all times

2. Application of procedures

Manifests very clear understanding of the step- by-step procedure

Works independently with ease and confidence at all times

3. Safety work habits

Observes safety precautions at all times

4.Completeness of Task

Task is completed following the procedures in the activity improvement/innovations

5. Time management

Work completed ahead of time

Very Satisfactory (3 pts.) Uses tools and equipment correctly and confidently most of the times Manifests clear understanding of the stepby-step procedure

Works independently with ease and confidence most of the time Observes safety precautions most of the time Task is completed following the procedures in the project plan Work completed within allotted time

No  Attempt (0 pt.) No attempt

Satisfactory (2 pts.)

Needs Improvement (1 pt.)

Uses tools and equipment correctly and but less confidently sometimes

Uses tools and equipment incorrectly and less confidently most of the time

Manifests understanding of the step-by-step procedure but sometimes seeks clarification

Manifests less understanding of the step- by-step procedure seeking clarification most of the time

No attempt

Works independently with ease and confidence sometimes

Works independently but with assistance from others most of the time

No attempt

Observes safety precautions sometimes

Most of the time not observing safety precautions

No attempt

Task is nearly completed following the procedures in the project plan

Task is started but not completed following the procedures in the project plan

No attempt

Work completed  ___(mins./hours/days) beyond

Work completed  ___(mins./hours/days) beyond

No attempt

P E

TOTAL POINTS

Learning Outcome 3

HE – Dressmaking/ Gr. 10

Assemble Garment Parts for Ladies Skirt

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In this lesson, the students will learn the rudiments of sewing ladies skirt part by part. Principles and techniques in sewing should be understood clearly by the students. Demonstrate each skills presented in the Learner‟s Material. The students should apply the knowledge and principles learned in constructing the ladies skirt and should follow the sewing directions carefully.They should practice desirable attitudes, good work habits, and safety precautions in sewing. Start with the Pre-assembling Procedure (Lesson 1.15, p. 117). Discuss the pressing techniques before assembling the Ladies Skirt. Follow the procedures properly...and supervise the students while assembling each part of the garment. For every skills, there is an enrichment activity that the students should perform. Let them perform each one of them in step by step procedure before proceeding to the next activity. Always check their works after they have accomplished a certain skill. Refer to the rubric below in evaluating their performance. A passing rate will be the indicator if they will continue to the next activity. If a student fail to do or perform the skill, have a remedial teaching until he/she has understand and successfully finished the activity. Rubric in Evaluating the Performance of the Students P E R F O R M A N C E

L E V E L

Dimension Excellent (4 pts.) 1. Use of tools and equipment

Uses tools and equipment correctly and confidently at all times

2. Application of procedures

Manifests very clear understanding of the step- by-step procedure

Works independently with ease and confidence at all times

3. Safety work habits

Observes safety precautions at all times

4.Completeness of Task

Task is completed following the procedures in the activity improvement/innovations

HE – Dressmaking/ Gr. 10

Very Satisfactory (3 pts.) Uses tools and equipment correctly and confidently most of the times Manifests clear understanding of the stepby-step procedure

Works independently with ease and confidence most of the time Observes safety precautions most of the time Task is completed following the procedures in the project plan

No  Attempt (0 pt.) No attempt

Satisfactory (2 pts.)

Needs Improvement (1 pt.)

Uses tools and equipment correctly and but less confidently sometimes

Uses tools and equipment incorrectly and less confidently most of the time

Manifests understanding of the step-by-step procedure but sometimes seeks clarification

Manifests less understanding of the step- by-step procedure seeking clarification most of the time

No attempt

Works independently with ease and confidence sometimes

Works independently but with assistance from others most of the time

No attempt

Observes safety precautions sometimes

Most of the time not observing safety precautions

No attempt

Task is nearly completed following the procedures in the project plan

Task is started but not completed following the procedures in the project plan

No attempt

P E

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5. Time management

Work completed ahead of time

Work completed within allotted time

Work completed  ___(mins./hours/days) beyond

Work completed  ___(mins./hours/days) beyond

No attempt

TOTAL POINTS

Learning Outcome 4 Apply Finishing Touches on Ladies Skirt

This lesson shows the techniques in applying finishing touches on ladies skirt (Lesson 1.21 p. 131) Evaluation of Finished Ladies Skirt (Lesson 1.22 p. 145) Procedure in Pressing the Finished Garment (Lesson 1.23 p. 146) Labeling of Garments (Lesson 1.24 p. 146) Kinds of Packaging Materials (Lesson 1.25 p. 147) Procedures in Packing Finished garment (Lesson 1.26 p. 150) For every skills, there is an enrichment activity that the students should perform. Let them perform each one of them step by step before proceeding to the next activity.  Always check their works after they accomplish a certain skill. Refer to the rubric below in evaluating their performance. A passing rate will be the indicator if they will push through to the next activity. If a student fail to do or perform the skill, have a remedial teaching until he/she has understand and successfully finished the activity.

Enhancement  a acti vit y 

Let the students press the garment parts by following the step-by-step pattern. Supervise them while doing the activity. . Rubric in Evaluating the Performance of the Students P E R F O R M A N C E

L E V E L

Dimension Excellent (4 pts.) 1. Use of tools and equipment

Uses tools and equipment correctly and confidently at all times

HE – Dressmaking/ Gr. 10

Very Satisfactory (3 pts.) Uses tools and equipment correctly and confidently

Satisfactory (2 pts.)

Needs Improvement (1 pt.)

Uses tools and equipment correctly and but less confidently sometimes

Uses tools and equipment incorrectly and less confidently most of the time

No  Attempt (0 pt.) No attempt

P E

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2. Application of procedures

Manifests very clear understanding of the step- by-step procedure

Works independently with ease and confidence at all times

3. Safety work habits

Observes safety precautions at all times

4.Completeness of Task

Task is completed following the procedures in the activity improvement/innovations

5. Time management

Work completed ahead of time

most of the times Manifests clear understanding of the stepby-step procedure

Works independently with ease and confidence most of the time Observes safety precautions most of the time Task is completed following the procedures in the project plan Work completed within allotted time

Manifests understanding of the step-by-step procedure but sometimes seeks clarification

Manifests less understanding of the step- by-step procedure seeking clarification most of the time

No attempt

Works independently with ease and confidence sometimes

Works independently but with assistance from others most of the time

No attempt

Observes safety precautions sometimes

Most of the time not observing safety precautions

No attempt

Task is nearly completed following the procedures in the project plan

Task is started but not completed following the procedures in the project plan

No attempt

Work completed  ___(mins./hours/days) beyond

Work completed  ___(mins./hours/days) beyond

No attempt

TOTAL POINTS

Enhancement  a acti vit y 

Give an activity to test student‟s skill in the proper packaging of f inished product (skirt). Teacher can introduce a Group activity that would encourage them to the competitve, yet observing quality standard in packaging finished output.

Let’s See

How Much You Learned

Post Test 1 HE – Dressmaking/ Gr. 10

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A. Multiple Choice Directions: Read the statements carefully. Write the letter that best describes the statement. Write your answer in your quiz notebook. 1.The principle of design which connotes feeling of rest or equilibrium.

a. Balance b. Proportion

c. Rhythm d. Emphasis

2. A slender girl wearing big, bulky bag seemed to be over-balanced. What principle of design is emphasized? a. Formal balance c. Vertical balance b. Informal balance d. Horizontal balance 3. Hips and legs of a lady where full, gathered skirts is best suited for. a. Narrow hips c. Thin legs and feet b. Large hips d. Heavy legs and ankle 4. Waistline of a woman where wide belts, broad collars and fullness in blouse is good. a. Short waist c. Prominent abdomen b. Thick waistline d. Long waist 5. Low V neckline, collarless coats, narrow, flat and pointed collars are best outfit for an individual who has a a. Round shoulders c. Long, thin face b. Short, plump neck d. Long, thin neck 6. The design which refers to the surface enrichment of structural design. a. Structural design c. Decorative design b. Design d. Art 7. It is formed when three colors are in equal distance apart on the color wheel. a. Complementary c. Split complementary b. Triad harmony d. Double split complementary 8. A sturdy cotton twill textile in which the weft passes under two or more warp threads. a. Denim c. Poplin b. Linen d. Cotton gabardine 9. It is a style of skirt that is made by taking the width of the darts from each side seam and making the panel look like pleat strips. a. Straight skirt c. Gored skirt b. Pleated skirt d. Gathered skirt 10. Body measurements which are taken from side to side in left-to-right direction. a. Horizontal c. Vertical HE – Dressmaking/ Gr. 10

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b. Circumferential

d. Diagonal

11. It is taken around certain parts of the body such as bust line, waist line, hip l ine, armhole, and the like. a. Horizontal c. Vertical b. Circumferential d. Diagonal 12. When the tape measure runs from the waistline level down to the skirt length desired. a. Waistline c. Lower hip level b. Lower hip d. Skirt length 13. A kind of pattern which contains exact body measurements and reflects no definite style a. Pattern c. Foundation pattern b. Style pattern d. Envelope pattern 14. The fabric fold wherein the fabric is folded lengthwise at the center with selvages together. a. Lengthwise centerfold c. Crosswise centerfold b. Off-center lengthwise fold d. Off-center crosswise fold 15. The label which indicates the brand name or brand logo of company where the garment comes from. a. Brand or main label c. Size label b. Care label d. Flag label 16. The label which includes wash care and ironing instructions and is attached at side seam of the garment. a. Manufacturer label c. Flag label b. Care label d. Brand or main label 17. The label which has specific measurements of human body such as S for small, M for medium, L for large, etc. a. Brand or main label c. size label b. Flag label d. Manufacturer label 18. These are used on parts of the garments subject to strain such as collars, cuffs or sleeves, belts, waistbands, and pants. a.Hooks and eyes c. Zipper b.Buttons d. Snaps 19. The sequencing for the unit method of construction of the different parts of the skirt is the same for all types of skirts. a.True c. False b.not suited for all d. for a particular skirt line only 20. In cutting the front and back skirt on the sewing line, a. include the zipper allowance of the back skirt. HE – Dressmaking/ Gr. 10

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b. do not include the zipper allowance of the back skirt. c. leave it as is. d. cut the allowance and remove it B. SEQUENCING. Directions. Arrange the steps in attaching or connecting the waistband of a basic straight skirt. Write the number in your quiz notebook.  __________1. Pin one side of the interfacing (stiffener) throughout the waistband from end to end, touching the sewing line of one side of the waistband.  __________ 2.Hand baste this for easy machine sewing. Later on, if you master this technique, you can do machine sewing them directly without hand basting. Remove the pins.  __________3. Fold up the waistband where the interfacing is connected and with a pencil or tailor‟s chalk, re-line the sewing line.  __________4. Fold up the allowance on both ends of the waistband by pinning them.  __________5. Machine sew this together 1/8 of an inch (0.3 cm.) away from the sewing line of the skirt.  __________6. Starting from the overlap side of the skirt (the left hand side of the skirt), pin the waist band without the interfacing (stiffener) attachment, leaving a ½ of an inch (1.3 cm.) allowance on the waistband on the wrong side of the skirt. Pin until you reach the other end of the skirt.  __________7. Fold the center of the waistband as seen in the illustration. Adjust the pins to hold together the other flap of the waistband. Machine sew to close the ends of the waistband. Lock stitch both ends  __________8. Open the zipper of the skirt, then reverse the skirt to its wrong side where you will connect the waistband.  __________9. Reverse the fold by pushing the corners in with your index finger. To get a sharp corner, after reversing, gently push the corner withh trhe sharp point of your scissors.  __________10. Machine sew together the waistband and the skirt.  Answer Key: I. Multiple Choice 1. A

11. B

2. C

12. D

3. A

13. C

4. D

14. A

5. B

15. A

6. C

16. B

7. B

17. C

8. A

18. A

HE – Dressmaking/ Gr. 10

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9. B

19. A

10.A

20. A

QUARTER II

Lesson 2 PRODUCE LADIES BLOUSE

Objectives  At the end of the module, the learner 1. drafts and cuts ladies blouse; 2. prepares and cuts materials for ladies blouse; 3. assembles garment parts; and applies finishing touches on ladies blouse.

Let’s See What You Know 

Pre-test 2 I. Multiple Choice: Read the statements carefully. Choose the letter that best describes the statement. Write the answer in your quiz notebook. 1. It generally refers to a tailored shirt. a. Pants b. Trousers c. Blouse d. Shirts 2. A _____ blouse is a type of blouse that has a great style for m ost body types and features a surplice collar, which overlaps fabric i nto a v-shaped neckline. a. Button-Down b. Peasant c. Casual d. Surplice Wrap

3. This type of blouse is popular because their style can be worn by many body types and in various settings. HE – Dressmaking/ Gr. 10

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a. Surplice Wrap b. Button-down c. Peasant d. Casual 4. Blouses are also available in the _____ style, which emphasizes free-flowing materials. a. Peasant b. Casual c. Surplice Wrap d. Button-down 5. This is egg shaped that is round at the top and slightly elongated at the chin. a. Round b. Square c. Triangle d, None of the above 6. The top is wider than the ear side going smaller to the chin. The use of wider necklines is helpful. a. Heart b. Triangle c. Square d. Oval 7. Round at the top and slightly curved at the chin like human heart. The shape is fitting to almost all kinds of necklines. a. Heart b. Round c. Oblong d. Oval 8. In Round shape face, ________ type of neckline is suitable for this. a. Round, V-Neck b. Round, Square c. Square, Sabrina d. V-necklines

9. In Square shape face, ___________ type of neckline is suitable for this. a. Round, V-neck b. Round, Square c. Square, Sabrina d. V-necklines

10. These are tops that have been tailored to be worn with jeans or trousers. a. Peasant HE – Dressmaking/ Gr. 10

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b. Surplice Wrap c. Casual d. Button-down

II. Fill in the blanks Directions: Perform the following: A.

Procedure in drafting a Round Neckline. 1. Trace the basic bodice _______ 2. A-B is ___ cm. 3. A-C is ___ cm. 4. D-E is __ cm. Shape the neckline from C, B, and E. 5. Measure ___ cm for the zipper allowance from E.

B. Procedure in drafting V-neckline 1. Trace the ____ bodice pattern 2. A-B is ___ cm. 3. ___ is measuring 16 cm. from shoulder. 4. D-E is ___ cm. 5. From ___ measure 2.5 cm for zipper allowance. III. Identification Directions: Identify what is being asked in the following statements. Write the answer in your quiz notebook. 1. Have neckline curves that are the same shape as the neckline of the garment. 2. Part of a shirt, coat, dress, blouse, etc., that encompasses the neckline of the garment and is sewn permanently to it, often so as to fold or roll over. 3. Acollar that stands up slightly from the point of attachment to the neckli ne of a garment before folding over to lie flat. 4. A flat collar with rounded ends that meet at the front. 5. A type of collar that can give a garment a rather versatile look. Found in garments with front openings, this is a collar that can be worn in either of two ways, in an open style and in a closed style. HE – Dressmaking/ Gr. 10

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6. A sleeve that has an arm seam inside the shoulder width. 7. A sleeve that is fitted at the wrist but cut with a deep armhole and resembles a cape from the back. 1. -Measurement taken from left to right shoulder tip bone. 2. Measurement taken across the back halfway down the shoulder. 3. Measurement taken across the back halfway down the shoulder.

I.

True or False

1. Chest is the measurement taken from the arm joint to the body to the other arm joint. 2. Waist Measure is the measurement taken around the arm from where the sleeve Length measure ends 3.

Lower Arm Girth is taken around the fullest part of the arm 2-3 inches below the armpit.

4. Apex Height measurement is taken from the shoulder neck tip bone down to the apex point 5. Upper Arm Girth is taken around the arm in line with the armpit. 6. Apex Distance is approximately 7 inches down the waistline with the tape measure passing around the hip. 7. Sleeve Length is taken around the fullest part of the hip.

II.

 ANALOGY: Measurements needed for a blouse

1. Shoulder:________ 2. Figure:________ 3. Bust:______ 4. _________:Sleeve Length 5. _________: Sleeve Width 6. Waist Measure:_______

HE – Dressmaking/ Gr. 10

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7. _______:Hip Measure 8. ________: First Hip

III. 

Enumeration

46-50 Types of fabrics suited for ladies blouse 46. ______________________________________ 47. ______________________________________ 48. ______________________________________ 49. ______________________________________ 50. ______________________________________ PRE TEST II I. Multiple Choice 1.C 2.D 3.B 4.A 5.D 6.B 7.A 8.D 9.A 10.C

II. Filling the blanks  A. 1. Pattern 2. 3.5 3. 4 4. 9 5. 2.5 B.

1. 2. 3. 4. 5.

Basic 2.5 C 3.5 E

III.

Identification

HE – Dressmaking/ Gr. 10

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Flat Collar Collar Rolled Collar Peter Pan Collar Convertible Collar Raglan Dolman Shoulder Across Back Blouse Length

IV.

True or False 1. True 2. False 3. True 4. True 5. True 6. False 7. False

V.

1. 2. 3. . 4. 5. 6. 7. 8.

Upper Arm Girth Lower Arm Girth Blouse Length. Apex Height APex Distance Second Hip Chest Across back

VI. Enumeration 46-50. (Any of the following) Cotton Voile Rayon Challis Double Gauze Knit Silk Chambray Cotton Lawn Linen Flannel QUARTER III Pre Test I. True or False: 1. T

HE – Dressmaking/ Gr. 10

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2. T 3. F 4. T 5. F 6. F 7. F 8. T 9. F 10. T

II. Multiple Choice 1. B 2. A 3. D 4. C 5. C 6. A 7. D 8. A 9. D 10. A

III. Identification 1. Shrink wrap 2. Dispensing Closure 3. Metal 4. Glass 5. Initial Finishing Inspection 6. Aerosol or Dump Dispenser

HE – Dressmaking/ Gr. 10

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7. Contains the product 8. Flexible pouch 9. Fabric 10. Brand or Main Label

Learning Outcome 1 Draft and Cut Pattern for Ladies Blouse

Kinds of Blouse (Lesson 2.1 p. 160) types of Fabrics suited for ladies blouse (Lesson 2.2 p. 161) Types of Necklines (Lesson 2.3 p.163)

Drafting pattern for various types of Necklines There are different kinds of necklines which suit different personalities and shapes of face. Knowing how to draft different necklines will help you in the construction of garments for yourself and for others.

Directions: Write the correct answer in your quiz notebook.  _______1.  _______2.  _______3.  _______4.  _______5.

How many cm is being raised from pt A-B in drafting Sabrina Neckline. What is the 1st step in drafting any of the various types of necklines? How do we connect pt. B to C in drafting Sabrina neckline? How many cm is intended for the zipper allowance? What neckline is measuring 16 cm from shoulder to pt C.

Types of Sleeves (Lesson 2.4 p. 167) Collars (Lesson 2.5 p. 171) Drafting Flat Collar (p. 173) Drafting Rolled Collar (p. 174) Drafting Convertible Collar (p. 175) Drafting Mandarin Collar (p. 176) Making up of a Straight Collar (p. 177) HE – Dressmaking/ Gr. 10

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Attaching a Straight Self-neatening Collar (178) Attaching a Shirt Collar with a Band (180) Attaching Collar with the Use of a Shaped Facing (181) Types of Facing and Interfacing (Lesson 2.4 p. 184) Types of Pockets (Lesson 2.5 p. 196) Measurements for Ladies Blouse )Lesson 2.6 p. 198) Procedure in Taking Body Measurement For Ladies Blouse (Lesson 2.7 p. 198) Procedures in drafting Basic/block pattern for Ladies Blouse (Lesson 2.8 p. 200) Techniques in cutting Final Pattern (Lesson 2.9 p. 202)

Learning Outcome 2 Prepare and Cut Materials for Ladies Blouse

 Accessories and Accents for Ladies Blouse Decorative Finishes (Lesson 2.10 p. 203) Laying Out Pattern Pieces for Ladies Blouse (Lesson 2.11 p. 207) Transferring for Marks onto Fabric (Lesson 2.12 p. 209) Cutting the fabric (Lesson 2.13 210)

Learning Outcome 3 Assemble Garment Parts for Ladies Blouse

Pressing Techniques for Ladies Blouse (Lesson 2.14 p. 211) Procedure in assembling ladies blouse (Lesson 2.15 p. 213) Preparing parts for sewing ladies blouse (Lesson 2.16 p. 214) Unit Method of Assembling Ladies Blouse (Lesson 2.17 p. 215) Characteristics of a Well-Fitted Ladies Blouse (Lesson 2.18 p. 220) Evaluation of Finished Ladies Blouse (Lesson 2.19 p. 221) Learning Outcome 4 Apply Finishing Touches on Ladies Blouse

Types of fasteners (Lesson 2.20 p.222) Hemming Stitches (Lesson 2.21 p. 237) Trimming techniques for ladies blouse (Lesson 2.22 p. 242) Procedure in Pressing Ladies Blouse (Lesson 2.23 p. 252) Application of Heat and Pressure on Ladies Blouse (Lesson 2.23 p. 253) Labeling of garments (Lesson 2.24 p. 253) Procedure in packing (Lesson 2.25 p. 256) .

HE – Dressmaking/ Gr. 10 Let’s See How Much You Learned

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I. Multiple Choice: Read the statements carefully. Choose the letter that best describes the statement. Write the answer in your quiz notebook. 1. It generally refers to a tailored shirt. a. Pants b. Trousers c. Blouse d. Shirts 2. A _____ blouse is a type of blouse that has a great style for m ost body types and features a surplice collar, which overlaps fabric i nto a v-shaped neckline. a. Button-Down b. Peasant c. Casual d. Surplice Wrap 3. This type of blouse is popular because their style can be worn by many body types and in various settings. a. Surplice Wrap b. Button-down c. Peasant d. Casual 4. Blouses are also available in the _____ style, which emphasizes free-flowing materials. a. Peasant b. Casual c. Surplice Wrap d. Button-down 5. This is egg shaped that is round at the top and slightly elongated at the chin. a. Round b. Square c. Triangle d, None of the above 6. The top is wider than the ear side going smaller to the chin. The use of wider necklines is helpful. a. Heart b. Triangle c. Square d. Oval 7. Round at the top and slightly curved at the chin like human heart. The shape is HE – Dressmaking/ Gr. 10

Page 64

fitting to almost all kinds of necklines. a. Heart b. Round c. Oblong d. Oval 8. In Round shape face, ________ type of neckline is suitable for this. a. Round, V-Neck b. Round, Square c. Square, Sabrina d. V-necklines 9. In Square shape face, ___________ type of neckline is suitable for this. a. Round, V-neck b. Round, Square c. Square, Sabrina d. V-necklines 10. These are tops that have been tailored to be worn with jeans or trousers. a. Peasant b. Surplice Wrap c. Casual d. Button-down

II. Fill in the blanks Directions: Perform the following: A.

Procedure in drafting a Round Neckline. 1. Trace the basic bodice _______ 2. A-B is ___ cm. 3. A-C is ___ cm. 4. D-E is __ cm. Shape the neckline from C, B, and E. 5. Measure ___ cm for the zipper allowance from E.

B. Procedure in drafting V-neckline 1. Trace the ____ bodice pattern 2. A-B is ___ cm. 3. ___ is measuring 16 cm. from shoulder. 4. D-E is ___ cm. 5. From ___ measure 2.5 cm for zipper allowance. III. Identification Directions: Identify what is being asked in the following statements. Write the answer in your quiz notebook. 1. Type of collar which has neckline curves that are the same shape as the HE – Dressmaking/ Gr. 10

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neckline of the garment. 2. Part of a shirt, coat, dress, blouse, etc., that encompasses the neckline of the garment and is sewn permanently to it, often so as to fold or roll over. 3.Acollar that stands up slightly from the point of att achment to the necklin e of a garment before folding over to lie flat. 4. A flat collar with rounded ends that meet at the front. 5. A type of collar that can give a garment a rather versatile look. Found in garments with front openings, this is a collar that can be worn in either of two ways, in an open style and in a closed style. 6. A sleeve that has an arm seam inside the shoulder width. 7. A sleeve that is fitted at the wrist but cut with a deep armhole and resembles a cape from the back. 8. Measurement taken from left to right shoulder tip bone. 9. Measurement taken across the back halfway down the shoulder. 10. Measurement taken across the back halfway down the shoulder.

IV.

True or False

1. Chest is the measurement taken from where the arm joint to the body to t he other arm joint. 2. Waist Measure is the measurement taken around the arm from where the sleeve Length measure ends 3. Lower Arm Girth is taken around the fullest part of the arm 2-3 inches below the armpit. 4. Apex Height measurement is taken from the shoulder neck tip bone down to the apex point 5. Upper Arm Girth is taken around the arm in line with the armpit. 6. Apex Distance is approximately 7 inches down the waistline with the tape measure passing around the hip. 7. Sleeve Length is taken around the fullest part of the hip. HE – Dressmaking/ Gr. 10

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V.

 ANALOGY: Measurements needed for a blouse

1. Shoulder:________ 2. Figure:________ 3. Bust:______ 4. _________:Sleeve Length 5. _________: Sleeve Width 6. Waist Measure:_______ 7. _______:Hip Measure 8. ________: First Hip

VI. 

Enumeration

46-50 Types of fabrics suited for ladies blouse 1. ______________________________________ 2. ______________________________________ 3. . ______________________________________ 4. ______________________________________ 5. ______________________________________

Answer Key Quarter II POST ASSESSMENT II I. Multiple Choice 1.C HE – Dressmaking/ Gr. 10

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2.D 3.B 4.A 5.D 6.B 7.A 8.D 9.A 10.C

II. Filling the blanks  A. 1. Pattern 2. 3.5 3. 4 4. 9 5. 2.5 B.

1. 2. 3. 4. 5.

Basic 2.5 C 3.5 E

III.

Identification 1. Flat Collar 2. Collar 3. Rolled Collar 4. Peter Pan Collar 5. Convertible Collar 6. Raglan 7. Dolman 8. Shoulder 9. Across Back 10. Blouse Length

IV.

True or False 1. True 2. False 3. True 4. True 5. True 6. False 7. False

V.

1. 2. 3. . 4.

Upper Arm Girth Lower Arm Girth Blouse Length. Apex Height

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5. 6. 7. 8.

APex Distance Second Hip Chest Across back

VI. Enumeration 46-50. (Any of the following) Cotton Voile Rayon Challis Double Gauze Knit Silk Chambray Cotton Lawn Linen Flannel

QUARTER III

Lesson 3 PRODUCE LADIES TROUSERS (TR)

Let’s See What You Know 

Pre-Test 3 I. TRUE OR FALSE. Directions: Read and answer the following statements. Write “True” if the statement states a fact and “False” if it doesn‟t. Write your answer in your quiz booklet.  ___________1. Knee length is measured along the side seam from the waist to the level of the knee.  ___________2. Desired knee circumference or knee width is measured around the knee with the desired “tightness” of the sleeves.  ___________3. Crotch or rise can be measured in two ways: standing position and crouching position.  ___________4. Sitting position measurement of crotch can be done by sitting erect HE – Dressmaking/ Gr. 10

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on a chair that has a flat bottom seat.  ___________5. Standing position is measured without the use of tailor‟s square in crotch measurement.  __________6. Length or trouser outseam is measured along the side seam from the waistline to the hem line or desired length.  __________7. Hip 1 is measured from the waist down 3 ½ to 4 ½ inches.  __________8. Waist is measured around the area where the hip seam rests.  __________9. The desired bottom circumference or bottom width is measured around the hemline which will be the desired leg  _________10. Hip 2 is measured 4 to 7 inches below the waist taken around the fullest part of the buttocks.

II. MULTIPLE CHOICE Directions: Choose the letter of the correct answer. Write it in your quiz booklet. 1. The waist fits snugly at waist or at hips if the pants are: a. Waist-huggers c. Leg-huggers b. Hip-huggers d. Fitted block 2. Fabric materials for pants can be of natural fibers or _______ fibers. a. Synthetic c. Plastic b. Rubber d. Metal

3. In constructing a pair of long pants, consider the following except: a. Shape of pants legs c. Number of darts or pleats b. Style of the hemline d. Size of the neck 4. What is the first procedure for making the front hip or continental side pockets? a. Trace the top pocket facing from the plan. b. Plan the pocket shape and the depth. c. Survey material d. Trim lines 5. Hip pockets are made up of two pattern pieces: a pocket and a a. Facing block c. Facing wood b. Facing piece d. Facing line

6. It finishes off the pocket opening: a. Facing block c. Facing pieces b. Pocket piece d. Pocket block 7. It becomes part of the main garment at the waistline in constructing hip or continental side pockets. HE – Dressmaking/ Gr. 10

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a. Pocket face b. Facing block

c. Pocket piece d. Facing piece

8. Which of the following is not a natural fiber made? a. Denim c. Ski pants b. Spandex d. Modern tweed 9. Which of the following is not a synthetic fiber made? a. Poly linen c. Shantung b. Double knit d. Jacquard fabric 10. Lay out and pin the pattern pieces on the cloth as ________ as possible in prepare for material cutting. a. Economically c. Legitimately b. Probably d. Grateful III. SEQUENCING Directions: Arrange the following procedures chronologically by writing the right number based on their proper order.  A. Prepare the material for cutting  ________ Provide seam allowances.  ________ Cut the material  ________ Preshrink, straighten, and press the cloth  ________ Lay out and pin the pattern pieces on the cloth as economically as possible.  ________ Transfer all construction marks.

B. Attachment of the zipper on the left fly  ________ Join the legs. Place the right and the left front crotch seam edges RS together, matching the crotch points and the waist edges.  ________ Left fly. Cut the pieces of the fabric and the pocketing same size as the fly extension on the right leg.  ________On WS lift the fly pieces free of the trouser and baste the zipper tape to it, keeping it in the position established when basting from RS.  ________ Fold the fly piece on the left wide to WS baste with the seam on the edge.  ________ Remove the basting and spread out the waist of the left trouser leg with the fly piece extending.  ________  _________Stitch and press inside the leg seams. Baste the crotch seam from the base of the zipper and through the backstitch with double thread.  _________ Close the zipper; pin the band. Check the stitching line; open the zipper, then machine or prick stitch from the base HE – Dressmaking/ Gr. 10

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of the band finishing with a bar tack over the crotch seam.  _________ On WS make a bar tack between the fly extension and the crotch seam at the base of the zipper Legend: RS – Right Side WS – Wrong Side C. Hemming and finishing of trouser  _________ Cuff or u turn. The trousers should be cut 9 cm/3 ½ longer.  _________ Finish the trousers by pressing well.  _________ Hem Mark the length, checking that inside leg seams are equal. D. Order of Assembly for continental side pockets:  _________ Join the top pocket facing the right side of the pants together. Clip the seam on curve. Press. Topstitching is necessary.  _________Join the rounded edges or corner edges of the pocket, matching the balance marks, right sides together. Trim the edges. Join the side seams of pants. IV. ENUMERATION Directions: Enumerate the following:  A. Measurements needed in constructing pants:  _______________________  _______________________  _______________________  _______________________  _______________________  _______________________  _______________________ B. Hip locations to be measured in constructing pants: 1. ______________________ 2. ______________________ C. Two ways in measuring crotch 1. ______________________ 2. ______________________

Learning Outcome 1 Draft and Cut Pattern for Ladies Trousers

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Designs of Ladies Trousers (Lesson 3.1 p. 265) Types of Fabrics Suited for Ladies Trousers (Lesson 3.2 p. 270) Types of pockets (Lesson 3.3 p. 274) Types of Facing and Interfacing (Lesson 3.4 p. 279) Project plan for Ladies Trousers (Lesson 3.5 p. 280) Body measurements for Ladies Trousers (Lesson 3.6 p. 281) Procedure in taking body measurements for Ladies Trousers (Lesson 3.7 p. 283) Drafting basic/Block Pattern for Ladies Trousers (Lesson 3.8 p. 286) Manipulating Basic/Block pattern for Ladies Trousers (Lesson 3.9 p. 288) Techniques in Cutting Final Pattern (Lesson 4 p. 292)

Learning Outcome 2 Prepare and Cut Materials for Ladies Trousers

Laying out Pattern Pieces for Ladies Trousers (Lesson 3.10 p. 292) Cutting the fabric (Lesson 3.11 p. 293) Transferring of Marks onto the Fabric (Lesson 3.12 p. 293)

Let’s See What You Know 

I. TRUE OR FALSE. Directions: Read and answer the following statements. W rite “True” if the statement states a fact and “False” if it doesn‟t. Write your answer in your quiz booklet.  ___________1. Knee length is measured along the side seam from the waist to the level of the knee.  ___________2. Desired knee circumference or knee width is measured around the knee with the desired “tightness” of the sleeves.  ___________3. Crotch or rise can be measured in two ways: standing position and crouching position.  ___________4. Sitting position measurement of crotch can be done by sitting erect on a chair that has a flat bottom seat.  ___________5. Standing position is measured without the use of tailor‟s square in crotch measurement.  __________6. Length or trouser outseam is measured along the side seam from the waistline to the hem line or desired length.  __________7. Hip 1 is measured from the waist down 3 ½ to 4 ½ inches.  __________8. Waist is measured around the area where the hip seam rests.  __________9. The desired bottom circumference or bottom width is measured around the hemline which will be the desired leg  _________10. Hip 2 is measured 4 to 7 inches below the waist taken around the fullest part of the buttocks. HE – Dressmaking/ Gr. 10

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II. MULTIPLE CHOICE Directions: Choose the letter of the correct answer. Write it in your quiz booklet. 1. The waist fits snugly at waist or at hips if the pants are: a. Waist-huggers c. Leg-huggers b. Hip-huggers d. Fitted block 2. Fabric materials for pants can be of natural fibers or _______ fibers. a. Synthetic c. Plastic b. Rubber d. Metal 3. In constructing a pair of long pants, consider the following except: a. Shape of pants legs c. Number of darts or pleats b. Style of the hemline d. Size of the neck 4. What is the first procedure for making the front hip or continental side pockets? a. Trace the top pocket facing from the plan. b. Plan the pocket shape and the depth. c. Survey material d. Trim lines 5. Hip pockets are made up of two pattern pieces: a pocket and a a. Facing block c. Facing wood b. Facing piece d. Facing line 6. It finishes off the pocket opening: a. Facing block c. Facing pieces b. Pocket piece d. Pocket block 7. It becomes part of the main garment at the waistline in constructing hip or continental side pockets. a. Pocket face c. Pocket piece b. Facing block d. Facing piece 8. Which of the following is not a natural fiber made? a. Denim c. Ski pants b. Spandex d. Modern tweed 9. Which of the following is not a synthetic fiber made? a. Poly linen c. Shantung b. Double knit d. Jacquard fabric 10. Lay out and pin the pattern pieces on the cloth as ________ as possible in prepare for material cutting. a. Economically c. Legitimately b. Probably d. Grateful III. SEQUENCING Directions: Arrange the following procedures chronologically by writing the right HE – Dressmaking/ Gr. 10

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number based on their proper order.  A. Prepare the material for cutting  ________ Provide seam allowances.  ________ Cut the material  ________ Preshrink, straighten, and press the cloth  ________ Lay out and pin the pattern pieces on the cloth as economically as possible.  ________ Transfer all construction marks.

B. Attachment of the zipper on the left fly  ________ Join the legs. Place the right and the left front crotch seam edges RS together, matching the crotch points and the waist edges.  ________ Left fly. Cut the pieces of the fabric and the pocketing same size as the fly extension on the right leg.  ________On WS lift the fly pieces free of the trouser and baste the zipper tape to it, keeping it in the position established when basting from RS.  ________ Fold the fly piece on the left wide to WS baste with the seam on the edge.  ________ Remove the basting and spread out the waist of the left trouser leg with the fly piece extending.  ________  _________Stitch and press inside the leg seams. Baste the crotch seam from the base of the zipper and through the backstitch with double thread.  _________ Close the zipper; pin the band. Check the stitching line; open the zipper, then machine or prick stitch from the base of the band finishing with a bar tack over the crotch seam.  _________ On WS make a bar tack between the fly extension and the crotch seam at the base of the zipper Legend: RS – Right Side WS – Wrong Side C. Hemming and finishing of trouser  _________ Cuff or u turn. The trousers should be cut 9 cm/3 ½ longer.  _________ Finish the trousers by pressing well.  _________ Hem Mark the length, checking that inside leg seams are equal. D. Order of Assembly for continental side pockets:  _________ Join the top pocket facing the right side of the pants together. Clip the seam on curve. Press. Topstitching is necessary.  _________Join the rounded edges or corner edges of the pocket, matching the balance marks, right sides together. Trim the edges. Join the side seams of pants. HE – Dressmaking/ Gr. 10

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IV. ENUMERATION Directions: Enumerate the following:  A. Measurements needed in constructing pants:  _______________________  _______________________  _______________________  _______________________  _______________________  _______________________  _______________________ B. Hip locations to be measured in constructing pants: 1. ______________________ 2. ______________________ C. Two ways in measuring crotch 1. ______________________ 2. ______________________

QUARTER IV

Lesson 4 PRODUCE LADIES TROUSERS (TR)

Let’s See What You Know  I.) TRUE OR FALSE: Read the statements carefully. Write T if the statement is true and F if the statement is false.

 _______1. Flag label is a small label attached at outside side seam.  _______2. Snap Fasteners are used where a lightweight fastening is needed.  _______3. Machine blind stitch consists of ten to eleven straight stitches that sew the inside hem followed by a sideway stitch that attaches the inside hem to the pant leg by a zipper.  _______4. Skirt zipper in a skirt or a dress is usually put in by means of a lapped technique or a centered zipper technique.  _______5. Care Label is placed as a design feature.  _______6. One of the functions of packaging is that it is used to multiply the quantity of product.  _______7. Rubber is one of the materials used in packaging products.  _______8. Wood and glass are traditional materials for the sturdier or more specialized forms such as for shipping crates or holding liquids. HE – Dressmaking/ Gr. 10

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 _______9. Initial finishing inspection is done after pressing garments and passed for tagging and packing.  _______10. Fiber contents are also included in care labels. II.) MULTIPLE CHOICES: Read the statements carefully, choose the letter of the correct answer and write it on the space provided.  _______1. This label includes wash care and ironing instruction. a. Flag Label c. Black label b. Care Label d. Labeled  _______2. It is one of the packaging forms wherein the plastic film is molded tightly over a product mounted on a card. a. Skin packaging c. Aerosol b. Blister packaging d. Dump dispenser  _______3. What is the commonly used stitching for jeans or for the lining of dress pants? a. Diagonal Stitching c. Long stitching b. Short stitching d. Straight Stitching  _______4. It defines a specific set of measurements of human body. a. Main Label c. Size label b. Packaging Label d. care label  _______5. What packaging function is implied on promoting a product? a. Easy to use function c. Promotes the product b. Identifies the product d. protects the product  _______6. After garments are packed up to certain quantity, what does the quality control team do? a. Internal final auditing c. Final finishing inspection b. Initial auditing d. external auditing  _______7. The following are types of fasteners except: a. Buttons c. Hook and Eye b. Zipper d. clip  _______8. A label that indicates which sewing line or batch had made the particular garment. a. Batch Mark Label c. Manufacturer Label b. Flag Label d. Care Label  _______9. Which of the following is not a good characteristic of paper and cardboard packaging materials? a. Inexpensive c. Easy to print on b. Light weight d. hydrophilic  _______10. At what label the fiber contents are placed? a. Care Label c. Size Label b. Flag Label d. Manufacture label

III.) IDENTIFICATION: Read the statements carefully. Write the answer on the space provided. HE – Dressmaking/ Gr. 10

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 _______1. It is a special package made by placing clear film around the product „ itself.  _______2. It is a cap, lid, or seal through which the contents of the container can be dispensed in a controlled manner.  _______3. It is a packaging material that has long been used to package liquids and food products and commonly used in a form of can.  _______4. It is mainly used to package and hold liquids or products containing liquids.  _______5. Checking done prior to pressing of the garment at finishing room is known as what?  _______6. It is a container that releases its contents in spray or foam when a valve is pressed.  _______7. It is a function of packaging wherein it makes the product easy to carry and keep them separated.  _______8. Is a package formed from plastic film or paper that is filled with the product and sealed by heat process.  _______9. In lapped zipper, when the zipper is finished the teeth should be covered by what?  _______10. It is used to indicate brand name or brand logo of the company that sources and sells clothes. Answer Key: Pre/Post Assessment I. True or False: 1. T 2. T 3. F 4. T 5. F 6. F 7. F 8. T 9. F 10. T II. Multiple Choice 1.B 2.A 3.D 4.C 5.C 6.A 7.D 8.A 9.D 10.A III. Identification 1. Shrink wrap 2. Dispensing Closure 3. Metal HE – Dressmaking/ Gr. 10

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4. Glass 5. 0nitial Finishing Inspection 6. Aerosol or Dump Dispenser 7. Contains the product 8. Flexible pouch 9. Fabric 10. Brand or Main Label

Learning Outcome 1 Assemble Garment Parts for Ladies Trousers

Pre-Assembling Procedure for Ladies Trousers (Lesson 4.1 p. 299) Pressing Techniques for ladies Trousers (Lesson 4.2 p. 300) Procedure in Assembling Ladies Trousers (Lesson 4.3 p. 300) Characteristics of a W ell-tailored Ladies Trousers (Lesson 4.4 p. 303)

Learning Outcome 2 Apply Finishing Touches on Ladies Trousers

Types of Fasteners (Lesson 4.5 p. 304) Finishing touches (Lesson 4.6 p. 304) Evaluation of Finished Ladies Trousers (Lesson 4.7 p. 312) Labeling of Garments (Lesson 4.8 p. 313) Procedure in Packing (Lesson 4.9 p. 315)

Post Assessment I. TRUE OR FALSE: Read the statements carefully. Write T if the statement is true and F if the statement is false. 1. Flag label is a small label attached at outside side seam. 2. Snap Fasteners are used where a lightweight fastening is needed. 3. Machine blind stitch consists of ten to eleven straight stitches that sew the inside hem followed by a sideway stitch that attaches the inside hem to the pant leg by a zipper. 4. Skirt zipper in a skirt or a dress is usually put in by means of a lapped technique or a centered zipper technique. 5. Care Label is placed as a design feature. 6. One of the functions of packaging is that it is used to multiply the quantity of product. 7. Rubber is one of the materials used in packaging products. 8. Wood and glass are traditional materials for the sturdier or more specialized forms such as for shipping crates or holding liquids. 9. Initial finishing inspection is done after pressing garments and passed for HE – Dressmaking/ Gr. 10

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tagging and packing. 10. Fiber contents are also included in care labels. II. MULTIPLE CHOICE: Read the statements carefully, choose the letter of the correct answer and write it on the space provided.  _______11. This label includes wash care and ironing instruction. a. Flag Label c. Care Label b. Black label d. Labeled  _______12. It is one of the packaging forms wherein the plastic film is molded tightly over a product mounted on a card. a. Skin packaging c. Aerosol b. Blister packaging d. Dump dispenser  _______13. What is the commonly used stitching for jeans or for the lining of dress pants? a. Diagonal Stitching c. Long stitching b. Short stitching d. Straight Stitching  _______14. It defines a specific set of measurements of human body. a. Main Label c. Size label b. Packaging Label d. care label  _______15. What packaging function is implied on promoting a product? a. Easy to use function c. Promotes the product b. Identifies the product d. protects the product  _______16. After garments are packed up to certain quantity, what does the quality control team do? a. Internal final auditing c. Final finishing inspection b. Initial auditing d. external auditing  _______17. The following are types of fasteners except: a. Buttons c. Hook and Eye b. Zipper d. clip  _______18. A label that indicates which sewing line or batch had made the particular garment. a. Batch Mark Label c. Manufacturer Label b. Flag Label d. Care Label  _______19. Which of the following is not a good characteristic of paper and cardboard packaging materials? a. Inexpensive c. Easy to print on b. Light weight d. hydrophilic  _______20. At what label the fiber contents are placed? a. Care Label c. Size Label b. Flag Label d. Manufacture label III. IDENTIFICATION: Read the statements carefully. Write the answer on the space provided.  _______11. It is a special package made by placing clear film around the product itself.  _______12. It is a cap, lid, or seal through which the contents of the container HE – Dressmaking/ Gr. 10

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can be dispensed in a controlled manner.  _______13. It is a packaging material that has long been used to package liquids and food products and commonly used in a form of can.  _______14. It is mainly used to package and hold liquids or products containing liquids.  _______15. Checking done prior to pressing of the garment at finishing room is known as what?  _______16. It is a container that releases its contents in spray or foam when a valve is pressed.  _______17. It is a function of packaging wherein it makes the product easy to carry and keep them separated.  _______18. Is a package formed from plastic film or paper that is filled with the product and sealed by heat process.  _______19. In lapped zipper, when the zipper is finished the teeth should be covered by what?  _______20. It is used to indicate brand name or brand logo of the company that sources and sells clothes. Answer Key: Pre/Post Assessment I. True or False: 1. T 2. T 3. F 4. T 5. F 6. F 7. F 8. T 9. F 10. T II. Multiple Choice 1.B 2.A 3.D 4.C 5.C 6.A 7.D 8.A 9.D 10.A III. Identification 1. Shrink wrap 2. Dispensing Closure 3. Metal 4. Glass 5. 0nitial Finishing Inspection 6. Aerosol or Dump Dispenser HE – Dressmaking/ Gr. 10

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7. Contains the product 8. Flexible pouch 9. Fabric 10. Brand or Main Label SUMMATIVE TEST I.) True or False: Read the statements carefully. Write T if the statement is true and if it is false, replace the underlined word with the correct answer to make the statement correct. Write your answer in your quiz notebook.  _______1. Good outfit should have the proportion, balance and gloomy appearance.  _______2. Proportion in design involves the relationship of one part to another.  _______3. Blouse is a cloth or textile used in construction of different garments.  _______4. Headline is the edge of the garment opening surrounding the neck.  _______5. Interfacings are special fabrics used to weaken or stiffen specific parts of a garment, such as collar, cuffs, facing and pocket tops.  _______6. Shoulder measurement is taken from left to right shoulder tip bone.  _______7. In pressing techniques, never press on zipper coils.  _______8. Snap fasteners are fasteners which can be simply press or snap together and are easily pulled apart.  _______9. For diamond-shaped bodies, straight leg is the best trouser to wear.  _______10. Country origin is placed on Flag Label.

II. MULTIPLE CHOICE: Read the statements carefully, choose the letter of the correct answer and write it on the space provided.  _______1. It is a natural fiber that is derived from the stem of the flax plant. a. Denim c. Polyester b. Linen d. poplin  _______2. It is determining the quality and suitability of the fabric wherein you crumple a corner of the fabric; release it, and note the degree of wrinkling in it. a. Test for wrinkle resistant c. Test by thumb b. Test for strain d. test by pin.  _______3. A double pleat having two upper folds facing in opposite directions and two under folds pressed toward each other. a. Gored skirt c. Pleated skirt b. Knife pleat skirt d. A Box pleat skirt  _______4. A kind of fabric fold wherein the fabric is folded lengthwise with the raw edges meeting at the center. a. Lengthwise centrefold c. Off-center fold b. Off-center lengthwise fold d. center fold  _______5. This kind of blouse features a neck collar and buttons attached on the front of the garment. a. Surplice Wrap Blouse c. Button-down Blouse b. Casual Blouse d. Peasant Blouse  _______6. It is a type of fabric which is very similar to cotton voile but is slightly HE – Dressmaking/ Gr. 10

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crisper. a. Linen c. Cotton Lawn b. Silk d. Rayon Challis  _______7. A type of pocket which is inserted into the garment with the opening strengthened by an added welt, which is the only section visible when completed. a. Welt pocket c. Shear pocket b. Patch pocket d. clause pocket  _______8. Measurement taken from the shoulder neck tip bone down to the apex point. a. Sleeve length c. Girth length b. Apex height d. Waist measurement  _______9. This type of zipper looks different from other zippers because the teeth are on the reverse and nothing except the pull is seen on the front. a. Hidden zipper c. Invisible zipper b. Cloaking zipper d. hiding zipper  _______10. Is a type of packaging form wherein a plastic bubble is preformed in a plastic sheet. a. Bubble package c. Blister packaging b. Skin packaging d. foam packaging III. IDENTIFICATION: Read the statements carefully. Write the answer on the space provided.  _______1. These are generally loose in fitting and are best suited to lean women and goes well with tank tops and trendy blouses. These are made up of wrinkle free fabric.  _______2. These pockets are external and can be decorative.  _______3. Is a soft, lightweight fabric which works well for colder-temperature shirts and other cloth?  _______4. This solid line with arrows that point to the pattern piece edge, indicates that the piece should be positioned along the f abric fold.  _______5. A figure-hugging dress with a narrow tapering skirt.  _______6. This is a medium-weight balanced plain woven fabric made from dyed cotton and its name was originated from the Malay adjective, genggang, meaning striped.  _______7. It is a free hanging part of an outer garment or undergarment extending from the waist down to a particular length of the garment.  _______8. A type of skirt that comes along with a suit.  _______9. A flat collar with rounded ends that meet at the front.  _______10. These are universal symbols and lines designed to help the sewer put the pattern pieces together quickly, easily and successfully. III. WORD HUNT: Find the following words in the graph. 1. Blouse 2. Skirt 3. Zipper 4. Pants 5. Sheath HE – Dressmaking/ Gr. 10

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6. Trousers 7. Kimono 8. Collar 9. Buttons 10. Neckline

 A F  A Z M S P  A G F G U Y U Y T R E W Q

W D S X N D O S H G F S E T T I D S S J

E R Y G H J D H F C V B B V J F G H I U Y D F G J K A H J K S A S D F N R A T P Y U Y U I U Y T F G H D F G D F G S D F

Y J G N K J S H E A T H Y I W E J H H N

U S H M X F Q H Q S W R Y J R W T J K V

I D J L Z Q W J W A E V O G Y Q K J E X

O J B K V W E K E S R B Y U R E E K Y N

J K U H B E R L R D T N U D S R F D U M

K R T F N R Y W T F N M K F Y E D T I C

L W T S C T I S Y G E C H G T Y R R H E

H T O W X Y D X U J C X G K U U D S G T

G U N R Z U E D U K K Z F I R J F D F W

F E S T N S K I R T L D D M R G H G D U

D Q D U U S A E E W I F G O E F G F G G

S S F H C B G L F O Q W A D F D F G S D F D C T P P I E R T N E T G S D G C U N O T T L H D L S J A V G R K J K B G J D

J S D E M H H S Z Y Y F J R J D B T C S

IV. ENUMERATION: 1-2 Types of Pockets 1.____________________ 2.____________________ 3-6 Give at least 3 packaging materials 3.____________________ 4.____________________ 5.____________________ 6.____________________ 7-10 Give at least kind of Blouse 7.____________________ 8.____________________ 9.____________________ 10.____________________

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Summative Test I. True or False 1. Harmony 2. T 3. Fabric 4. Neckline 5. Strengthen 6. T 7. T 8. T 9. Triangle-shaped 10. Care II. Multiple choice 1. A 2. B 3. D 4. B 5. C 6. C 7. A 8. B 9. C 10.C. III. Identification: 1. Palazzos 2. Patch pockets 3. Flannel 4. Place on fold line 5. Sheath 6. Gingham 7. Skirt 8. Suit Skirt 9. Peter pan Collar 10. Pattern Markings IV. Enumeration: 1-2.Patch Pocket Welt Pocket 3-6: Paper and cardboard; Wood and Glass; Plastic; Metal; Metallic Foil 7-10 Word Hunt

 A F  A Z M S P

W D S X N D O

E R G H D H C V B V F G I U

Y J F B J H Y

Y J G N K J S

U S H M X F Q

HE – Dressmaking/ Gr. 10

I D J L Z Q W

O J B K V W E

J K K R U T H F B N E R R Y

L W T S C T I

H T O W X Y D

G F U E N S R T Z N U S E K

D Q D U U S A

S S F H C B G L F O Q W A D F D F G S D F

J S D E M H H

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 A S D F G H H J K L G H J K A E Q W E R F G H J K A S A S D G F S A S T W E R T U S D F N H R V B N Y E R A T Y Y O Y U U T P Y U I J G U D Y T Y U I W R Y R S T I U Y T E W Q E R R D F G H J T K E F E S D F G H J J K D W S D F G H K E Y U Q J S D F N V X N M Were you able to find the words? How fast did you do it?

W T F N M K F Y E D T I C

S X D Y U U G J K E C K C X Z H G F G K I T U R Y U J R D F R S D H G F E T W

I R T L D D M R G H G D U

E E W I F G O E F G F G G

D C T S P P I Z E R T Y N E T Y G S D F G C U J N O T R T L H J D L S D J A V B G R K T J K B C G J D S

CONGRATULATIONS! If you found the words in less than five minutes only, meaning you‟re fantastic, inspired and is capable to prove the next level.

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GLOSSARY . Apex. The highest point or tip of the bust. Apex of a Dart. The point at which the dart tapers to an end. Appliqué. These are decorations or embellishments on garments where different types of fabrics are cut and applied to the surface of one type of material to create a design or pattern. Armscye. The armhole of a garment. The armhole part of the pattern Balance.  An element of fit. Equality in amount, weight, value, importance, or effect from side to side and from front to back. Bar Tack.  A group of overlapping or very closely touching stitches used to reinforce small areas of a garment that might experience strain during normal wear. The tops of pockets are often bar-tacked on each side Basic Block Basic foundation pattern, made of tag board or plastic, that fits the target customer. (Standard size is usually an 8 for Misses sizes.) (See alsoSloper ) Baste. A temporary method of holding two or more layers of fabric together by sewing by hand or machine with long stitches. Bias.  Any direction that is not the lengthwise or crosswise grain of a woven fabric Blind Hem.  A machine stitched hem made by folding the hem back and using a machine (industrial) or stitch and foot (home machine) designed for producing a hem that does not show on the front. Cap sleeve.  A type of sleeve that hits the upper arm between the elbow and the shoulder. Most often found in ladies' garments. Collar stand. The part of a two-piece collar that stands up next to the neck HE – Dressmaking/ Gr. 10

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Cotton Cotton - A unicellular, natural fiber that grows in the seed pod of the cotton plant. Fibers are typically 1/2 inch to 2 inches long. The longest staple fibers, f ibers, longer than 1 1/2 inch, including the Pima and Egyptian varieties, produce the highest quality cotton fabrics. Dart- A Dart- A stitched fold in the fabric that t hat tapers from a seam to point to the fullest part of the body. Used to create shape and control fullness. Directional Fabrics- Fabrics Fabrics- Fabrics having a one-way design or design or nap that nap that requires all pattern pieces to be laid in a single direction Drafting- A Drafting- A method for making patterns on paper or on the computer using measurements. Ease -Fullness -Fullness drawn up and stitched in place. Often used on a set-in sleeve, and at the apex of a bodice with princess lines. Edge Stitching- A Stitching- A row of machine stitching placed very close to a seam or garment edge. Stitching may be up to ¼" away from the edge. (see alsotopstitching  alsotopstitching .) .) Embroidery- Decorative Embroidery- Decorative stitching, made by hand or machine, used to form designs and patterns. Even Plaid- Plaid Plaid- Plaid that contains a balanced arrangement of stripes on each side of the dominant horizontal and vertical bars of the plaid. Facing Facing - An extra piece of fabric stitched into the inside of a garment for lining purposes or to add strength and structure. Finish Finish - This generally refers to the processes used to make fabrics. Bleaching, mercerizing, steaming, singeing, and dyeing are all f inishing processes. Flat Collar- A Collar- A collar that lies flat, or nearly flat, against the garment all around the wearer's neck (e.g., sailor collar, Peter Pan collar). A flat collar has nocollar nocollar stand . Full Cut Cut - This is the size scale of the brand. For instance a size large in one brand may be bigger than the same size in a different brand. The larger cut may be said to be a full cut. Gathers- A Gathers- A series of small tucks of fabric, controlled and held in place by stitches and providing visible fullness. Grain - As - As an element of fit, refers to the need for lengthwise yarns to run parallel to the length of the body (a) at center front and back, (b) down the center of the arm from shoulder to elbow, and (c) down the center front of each pant leg; the crosswise yarns should run perpendicular to the length of the body at bust/chest, hip, and HE – HE – Dressmaking/ Gr. 10

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upper arm at bust/chest level. Grainline- A Grainline- A line drawn on the pattern to indicate the direction of pattern placement on the lengthwise grain of the fabric. Gore- Vertical Gore- Vertical division within a garment, usually tapered panels, narrower at the upper edge than the lower edge, seamed together to add fullness to a garment. May be functional or decorative. Grommet- Large, Grommet- Large, metal-edged unit which surrounds a hole in a garment. Many belts have grommets surrounding the belt hole. In-Seam Pocket- Pocket Pocket- Pocket that is set into a seam of the garment, usually the side seam of skirts, pants, dresses, and coats. Interfacing- Supporting Interfacing- Supporting fabric usually hidden between the garment and it s facing . Lends body, shape and reinforcement to limited areas of the garment such as button and buttonhole plackets buttonhole plackets,, waistbands, collars, and cuffs. Interlining - Support - Support material used to stabilize and support areas of the garment. Referred to as Interfacing in home and custom sewing. Kimono Sleeve- Sleeve Sleeve- Sleeve cut as one with the body of the garment. Traditionally square in style. Lapels Part Lapels Part of the garment that rolls or folds back above the front closure on both sides; also called revers. revers. Typically found on jackets and coats. Lining Lining - A fabric that is used to cover the inside of a garment to provide a finished look. Generally, the lining is made of a smooth lustrous fabric. Marker- An Marker- An arrangement of all the pattern pieces of the garment or garments to be cut from a single lay of fabric. A lay may consist of one or many layers of fabric which are all cut at once. Nap Nap - A  A soft finish given to fabric where the fibers are raised or “fuzzy” by brushing. brushing. This produces a soft feel to the surface. Neck tape tape - An extra band of fabric material sewn over the seam between the body and the collar of a garment for a more comfortable feel. Non-woven fabrics fabrics - Fabric or other materials that are produced by interlocking or gluing fabrics together. Notches- Small Notches- Small cuts (slits or wedges) made in the edges of garment pieces to aid in correct assembly. On home-sewing patterns they are shown as dark triangles or diamonds. HE – HE – Dressmaking/ Gr. 10

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Off-Grain- Distorted Off-Grain- Distorted fabric grain. Occurs when the filling yarns (weft  (weft ) are not perpendicular to the selvage or selvage or fabric edge. When a garment is "off-grain," the true grain does not fall perpendicular  fall perpendicular  to  to the floor. One-Way Design- A Design- A fabric with a design or motif that runs in a definite direction. These fabrics are said to have nap and nap and patterns pieces must be cut with the tops all facing the same direction. A print with trees all growing in the same direction, for example, is a one-way design. Pad Stitching- Tiny Stitching- Tiny stitches made through the interfacing that barely catch the fashion fabric. Used to softly and subtly shape collars and lapels. lapels. Used in collars and hand-tailored jackets. Parallel- Extending Parallel- Extending in the same direction and at the same distance apart at every point. Patch Pocket- Pieces Pocket- Pieces of fabric attached, like a patch, to the outside of the garment. Also called "applied pocket." Permeability Permeability - A textile characteristic which allows air, water, and water vapor to penetrate and pass through it. Pile- A Pile- A plush or shaggy surface on a fabric resulting from loops or ends of yarn or fiber projecting above or below the surface of the fabric. Fabric with pile has nap. nap. Placket- A Placket- A finished opening in a garment section, e.g., at the cuff of a shirt or the neckline of a golf shirt. Pleat- Fold Pleat- Fold of fabric, folded back upon itself so that the pleat is comprised of three layers; occurs vertically only. Pleats may be partially stitched or pressed down. Kinds of pleats include: knife pleats, box pleats, inverted pleats, and accordion pleats. Preshrink- To Preshrink- To wash or dryclean the fabric, according to the care instructions, prior to cutting out the pattern pieces to eliminate any potential shrinkage problems after assembly Ply Ply - The number of single yarns used to create ply yarn. It may also refer to the number of ply yarns used to make cord. Poplin Poplin - This is usually a 50% polyester and 50% cotton fabric in a poplin weave. Polyester   - A synthetic fiber which is the most commonly used manufactured fiber worldwide. The fiber-forming substance in polyester is any longchain, synthetic polymer composed of at least 85% by weight of an ester of dihydric alcohol and terephthalic acid. Raglan sleeves sleeves - These are sleeves that are all cut from one piece from collar to cuff. HE – HE – Dressmaking/ Gr. 10

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Rayon - A manufactured fiber composed of regenerated cellulose, derived from wood pulp, cotton linters, or other vegetable matter. Rise- A measurement from crotch level to the top of the waistband: Also called crotch depth Running stitch - Sequential stitching that goes in a single direction. Ruffle Decorative, gathered, or pleated strips of fabric or ribbon sewn to the garment. Seam Allowance- Narrow width between the seam line and the raw edge of the fabric. Seam allowances vary depending on where they occur on the garment and the manufacturers' specifications. Home sewing patterns generally have a 5/8" seam allowance except at hems. Commercial patterns generally use 1/4" to1/2" e Seam Finish- Any technique used to neaten the edge of seams, prevent raveling, and improve garment durability and appearance Seam sealing - Here the stitch line of a garment is made sealed by the application of seam tape or glue. Selvages- The narrow, finished edges of the fabric along both lengthwise sides of all uncut woven fabrics. Set-in sleeve - Sleeves made to go from the shoulder to the cuff. Shrinkage - This is the amount in size lost during the washing of cotton Most 100% cotton products have been pre-washed or pre-shrunk. After that a 4-5% shrinkage should be expected. Shirring- Permanent, parallel rows of gathers made in the body of the garment Staystitching- A row of stitching used to stabilize the edge of a single layer of fabric, typically on the bias. Rarely used in mass production. Taffetta - A basic plain weave that is sharp and smooth on both sides. It most often has a sheen. The warp and filling are of approximately same count. Taped seams - A strip of extra fabric stitched into the seam of a garment in order to prevent distortion or with outerwear, aid in waterproofing. Tear strength - The force necessary to tear a fabric, measured by the force necessary to start or continue a tear in a fabric. Texturing - This is the method of blowing a jet of air on a fiber to give it a rough, matte finish. This gives the fabric a feel of being thicker and heavier. Topstitching- Visible, decorative stitching done on the outside of the garment; also HE – Dressmaking/ Gr. 10

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called "accent stitching." True Bias- Fabric direction that occurs at a 45-degree angle to the lengthwise and crosswise grains of woven fabrics. Has the highest degree of stretch of any woven fabric direction. Tuck- A stitched fold of fabric. Decorative tucks are stitched on the right side of the fabric. Tucks used to create shape are stitched on the inside to a designated point and released Twill - A fabric weave which is made of 2 to 3 warp yarns or threads for each weft. The weave is a diagonal ribbing with many variations. Types are flannels; serges, gabardines, and surahs. Understitching- The stitching, used on enclosed seams, that attaches the seam to the facing and prevents the seam from rolling to the front side. Uneven Plaid- Plaid that varies in the arrangement of stripes on each side of the dominant horizontal and vertical bars of the plaid. Warp - The lengthwise yarn found in woven fabric. The warp is stronger as well as denser than the weft yarns, (crosswise yarns). Water repellent - Fabrics that have been treated with a finish which cause them to shed water and resist water penetration, but are still air-permeable. Water resistant - Fabric treated chemically to resist water or given a "wax- coating treatment" to make it repellent. Weft - The horizontal or crosswise threads that intersect the warp threads in woven fabrics. Wrinkle Free - A resistance to wrinkling created through the use of a variety of finishes and treatments.  Yarn - A continuous strand of textile fibers created when a cluster of individual fibers are twisted together. These long yarns are used to create fabrics, either by knitting, plaiting, or weaving.  Yoke- Horizontal division within a garment. Small, flat panel of fabric usually at shoulder, waist, or midriff. Often found on the back of Oxford-style shirts.

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REFERENCES Suratos, Cesar P., Technology and Livelihood Education III. St. Bernadette Publishing House Corporation, 2010. Draper, Wanda and Bailey, Annetta, Steps in Clothing Skills, Revised. Bennett Publishing Company, 1978. Lyle, Dorothy S. And Brinkley, Jeanne, Contemporary Clothing. Bennett Publishing Company, 1983. Ref: Effective THE series IV, Cruz et al pp. 246-247  Barclay, Marion S., Champion, Frances, et.al., Teen Guide to Homemaking. McGrwHill Company Company.1972.  Avendano, Emma S., Rondilla, Aida h., et.al. Pinoy Entrepreneur. Diwa Scholastic Press Inc. 2007. Cock, Valerie, Dressmaking Simplified, Third Edition. Blackwell Science Ltd., 1981. Cruz, Duran, et.al. Home Economics IV. Adriana Publishing Co., Inc. 2002. Francisco, Chic R., Complete Step-By-Step Guide to Pattern-Making and Sewing of Various Skirt Styles. Golden Ideas Publishing House, Inc., 2000. Smith, Alison, SEW Step by Step, DK Publishing, USA, 2011. Wills, Lydia., The Complete Idiot‟s Guide. Pearson Education Asia, Pte. Ltd., Philippines, 2000. Tabbada, Epifania, Reyes, Elisa. Dressmaking II. Phoenix Publishing House, Inc. 2008.

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Guide Book Manzarate, Freddie. Dressmaking Guide Book. National Book Store, 1983.

Web Sites: http://www.primaoutlet.com/product_images/v/925/DSC_0837__23780.JPG https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQhzuCvQIxjiCEET6nvrATagEDq0etKD-4FHafC0mmZq8EtTB6

http://EzineArticles.com/7647968 http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=66191077 http://images.shopmadeinchina.com/p/135/10144135/VANCL-Erika-Plaid-Flannel-Shirt-Women-OrangeBlue_10144135.bak.jpg

http://www.kaboodle.com/hi/img/2/0/0/6b/5/AAAAAkL4JQIAAAAAAGtb9A.jpg?v=1189004452000

http://images.qvc.com/is/image/a/94/a201894_e24.102?$uslarge$ http://4.bp.blogspot.com/-f__6OYchQJU/T76gF4f48EI/AAAAAAAAFbE/D9NgGS2V00U/s1600/seven-islands-doublegauze-dress.jpg

(https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll) (https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll)

(https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll) (https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll) (https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAll) (http://www.wisegeek.com/what-is-a-convertible-collar.htm) ((http://dictionary.reference.com/browse/collar)

(https://fashion2fiber.osu.edu/index.cfm?fuseaction=do.faqShowAl l) (http://www.merriam-webster.com/dictionary/kimono%20sleeve) (http://www.collinsdictionary.com/dictionary/english/puff-sleeves) (http://en.wikipedia.org/wiki/Sleeve) Reference: Pinoy Entrepreneurship Home Economics pp. 333-336

(http://www.polimoda.com/fileadmin/documenti/Glossari/Capponi/entry477.htm) http://www.wisegeek.com/what-is-a-mandarin-collar.htm http://dictionary.reference.com/browse/rolled+collar) (https://www.google.com.ph/search?q=description+of+flat+collar&rlz=1C2RN VH_enPH545PH545&biw=1366&bih=653&source=lnms&sa=X&ei=dsoWU4r4A8T7r  HE – Dressmaking/ Gr. 10

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 Ae4kIGIDg&ved=0CAQQ_AU#q=peter+pan+collar+definition http://textilelearner.blogspot.com/2012/02/list-of-trimmings-for-shirt-trouser-and.html#ixzz343IuRPxW

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