School San Pascual National High School Grade Level Grade 10
GRADES 1 to 12
Daily Lesson Log Teacher Jayson A. Siglos Learning Area TLE
September 26, 2022
7:00 – 8:00 – Emerald
Teaching 8:00-9:00; 9:30-10:30 - Garnet
Date and September 27, 2022 Quarter First
Time 8:00 – 9:00 – Emerald
9:30 – 10:30 ; 1:10 – 2:10 – Amber
DAY 1 and 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of concepts, theories and
techniques in making Fashion Accessories
B. Performance Standards The learner independently demonstrates common competencies in
making Fashion Accessories
LO 4: Identify Fashion Accessory cost component (TLE_HEHC9- 12FM-Ie-j-5)
4.1 Compute production cost
4.2 Purchase fashion accessory materials
C. Learning Competencies /
Objective/s:
Objectives
1. Identifying fashion accessory cost component
Write the LC code for each
2. Compute production cost
3. Realize the importance of the computation cost
production
Lesson:
II. CONTENT
Fashion Accessory cost component
III. LEARNING RESOURCES
A. References
CLMD4A_FashionAccessoriesG9_10, K-to-12-MELCS-with-CG-
1. Teacher's Guide Pages Codes ;
WEEK-1_8-FASHION-ACCESSORIES_SUPPLEMENTARY-ACTIVITIES
2. Learner's Materials Pages CLMD4A_FashionAccessoriesG9_10
3. Textbook Pages N/A
4. Additional Materials from
N/A
Learning Resource (LR) portal
B. Other Learning Resource CLMD4A_FashionAccessoriesG9_10
IV. PROCEDURES
(ANALYSIS)
Have you easily made the wire works?
A. Reviewing previous lesson or
How is the experience? Can you share your experience while
presenting the new lesson
doing it.
B. Establishing a purpose for the GAME: TELL ME 5
Lesson Direction: In the roulette, there are categories related to literacy.
The teacher will click the spin button and the students will say
Integration: TELL ME 5 – Literacy Edition - “STOP”. The student will give 5 of the chosen categories.
English
C. Presenting examples / instances
of the new lesson
1. What are those in the pictures?
2. Do you have any of that? If yes, how was the experience
wearing it? If not, are you willing to try?
3. How much do you think are the price of those items?
From the previous example…..
Guide question:
D. Discussing new concepts and
1. How to price the items?
practicing new skills #1
2. What are the components or considertions in pricing items?
E. Discussing new concepts and CALCULATE AND PRODUCE FASHION ACCESSORY
practicing new skills #2
Below is a sample format to systematize your items to buy. It
aims to provide you meaningful and practical inputs in developing
yourself to be a wise consumer since varieties of fashion
accessories are offered and available in the market. Gaining
helpful information on the areas to consider in purchasing
materials will be your advantage to save time, energy and even
financial resources.
Project: Date to purchase: This will give you direction on the
specific items to buy as needed in your project to work on and the
date to purchase the items.
The first column on the above table refers to the materials
with brief specification such as the size of the item, the color and
other description for you to easily find what you are looking for.
The second column which is the quantity serves as the
indicator how many of the specific items are to buy. However, be
sure that the number of items to be listed is only enough for the
project. Provide some allowance but not too much.
The third column indicates the cost or amount per piece of an
item. If you have enough time, you may also canvass to different
stores and compare the price to save money but never comprise
the quality of the products.
And the last column refers to the total amount of the specific
item. Notice that the formula is to multiply the quantity to the unit
cost. After filling in the tables, add the total amount to come up
with the grand total. Having done so, you will now have the idea
how much you need to avoid shortage or overspending of money.
Be aware not to buy more than you can afford.
F. Developing mastery 1. What are the fashion accessory cost component?
(Leads to Formative Assessment 3) 2. How to Compute production cost
G. Finding practical applications of MATERIAL PURCHASING situation
concepts and skills in daily living
Have you ever experienced going to the market and about to
finish buying your stuff when suddenly struck by the thoughts if you
buy all your needs or for getting something? And finally, when you
arrived at home, you check the items you bought with enthusiasm
only to find out that there’s missing and forgot one important item
to buy!
This means……
This is one of the common mistakes one can experience if
there was no proper planning before the action is performed.
However, the good news is you can prevent such unwanted
circumstances to happen by making your actions more organize. It
is not an innate talent but rather acquired through practicing even
in doing simple tasks. One of the simplest ways is to list down the
items you will purchase before going to the market. By doing so,
you lessen the chance of impulse buying and can easily point out
the things you really need down to the least priority. This is also
helpful to avoid wasting of time, energy and money.
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for Practice cos product computation
application or remediation
V. REMARKS
VI. REFLECTION ALEXANDRITE EMERALD AMBER GARNET
A. No. of learners who got 80% in
the evaluation
B. No. of learners who scored
below 80% and are required for
remediation activities
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners required to
continue remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use or discover
which I wish to share with other
teachers?
Prepared by:
JAYSON A. SIGLOS
Master Teacher I
Checked and Verified by:
MAYLENE C. DEL ROSARIO
Head Teacher I
Noted:
DULCE AMOR M. ABANTE
Principal IV
