Senior

High
School 
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TLE – Home Economics – Senior High School
Alternative Delivery Mode
Module 2: Different Kinds of Macrame & Basketry Products
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Schools Division Superintendent
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendent
Loida Palay-Adornado Ph D
Felix M. Pamaran

Development Team of the Module

Writers:
Editors:
Reviewers:
Illustrator:
Layout Artist: Minerva
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Clemencia G. Paduga
Mary Jane D. Virrey

Printed in the Philippines by ________________________

Kagawaran ng Edukasyon – MIMAROPA Region – Sangay ng Palawan
Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City
Telephone (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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 Senior High School



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


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Introductory Message
For the facilitator:

Welcome to the TLE- Home Economics Senior High School Alternative Delivery Mode (ADM)
Module 2: 
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the TLE– Home Economics Senior High School Alternative Delivery Mode (ADM)
Module on: 

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents
of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

iv
 What’s In This is a brief drill or review to help you link
the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.

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 2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you to be able
to identify and describe the different products of Macrame and Basketry.
Unit of Competency: ENUMERATE DIFFERENT KINDS OF MACRAME AND BASKETRY
PRODUCTS TLE_HEHC9-12T M- lb-c-2
Nominal Duration: 5 Days
Module lesson: ENUMERATE DIFFERENT KINDS OF MACRAME AND BASKETRY
PRODUCTS

Learning Outcomes: Upon completion of this module, you are expected to:
LO 2. Enumerate Different Kinds of Macrame and Basketry Products
1. Describe different products of macramé and basketry.

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 What I Know

Directions: Choose the letter of the correct answer.

_______1. This Macrame product is made of nylon-waxed twine; is light to wear in contrast to
silver, gold and traditional jewelry with crystals and gemstone.
A. Macrame Necklace c. Macrame Bracelets
B. Macrame Earrings d. MacrameTextiles
_______2. These are considered as unique items for fashion used around the waist as an
accessory or to support trousers or other clothing articles.
A. Macrame Textiles c. Macrame Necklace
B. Macrame Bracelets d. Chinese Macrame

_______3. They are used to decorate the palace halls and country households in China since
ancient times.
A. Macrame Textiles c. Macrame Necklace
B. Macrame Belts d. Chinese Macrame

_______4. Which of the following does refer to a basketry product which comes in various
styles and shapes depending on the materials used.
A. Twinning Basketry c. Plaiting Basketry
B. Coiled Basketry d. Wicker and Split Basketry

________5. Which one does use reed, cane, willow, oak, and ash to create useful basket
designs.
C. Plaiting Basketry c. Coiled Basketry
D. Wicker and Split Basketry d. Twinning Basketry

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 Lesson Different Kinds of Macrame
2 and Basketry Products
Macrame and Basketry products are wonderful and delightful crafts that are useful from bags
and hanging baskets to purely decorative objects like jewelry and wall hangings.

What’s In

Let us start this lesson by doing the activity below. The knowledge and skills in doing this activity
will help you a lot in understanding the history and development of Macrame and Basketry.

READ AND READ AND READ ME!

Directions: Read the following words each statement contains repeatedly. Guess what
word/words will be formed out of the words you are about to read with the help of
the descriptions found below them.

1. Bus kit three end Mock raw me proud duck –

- It refers to a wonderful and delightful craft that is useful from bags and hanging
baskets to purely decorative objects like jewelry and wall hangings.

2. Weak rends flint busk eat ray -

- It uses materials like reed, cane willow, oak, and ash to create useful basket
designs.

3. Mc rum may be raced late –

- These are made of nylon- waxed twine

4. Two inning boss skit three –

- A product that comes out of roots and tree bark.

5. Play thing bus cater ray –

- This is similar to textile weaving where the material is woven to produce a wide
variety of items like bags, baskets, purse, fan, etc.

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 What’s New

TELL ME!
Directions: Give the appropriate answer for what is asked below.
Question:
1. How do the different products of Macrame and Basketry contribute to your
knowledge and skills in handicraft making?
2.
3. G

What is It

PRODUCTS OF MACRAME
MACRAME NECKLACES come in various
designs and styles. The famous style is
macramé Y-shaped necklaces. By varying
the knots, the position, and the kind of
gemstones used, several one-of-a-kind
designer necklaces are produced. Macrame
chokers that come with semi-precious
stones and freshwater pearls are created.

MACRAME EARRINGS are light and of

various sizes and shapes.

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MACRAME BRACELETS are made of
nylon-waxed twine; are light to wear in
contrast to silver, gold, and traditional
jewelry with crystals and gemstone.

MACRAME TEXTILES is a form of textile

making using knots instead of weaving or
knitting. It is similar to the crochet or Chinese
knotting, which is used to create intricate
textiles. A variety of macramé called
cavandoli macramé is used to form
geometric patterns especially in weaving.

CHINESE MACRAME is used to decorate

the palace halls and country households in
China since the ancient times. Chinese
macramé has also appeared in paintings
and other pieces of folk art. Royalties in
China had their chairs, lady’s dresses,
mirrors, pouches, eye glasses, fans, and
Buddhist rosaries decorated with macramé.
Chinese macramé is ornamental and of
immense aesthetic value. Complicated
Chinese macramé allows all kinds of
variations that enhance its decorative value.
MACRAME BAGS are fashion accessories
nowadays; trendy style made of beads or
sequences.

MACRAME BELTS are considered as

unique item for fashion used around the
waist as an accessory or to support trousers
or other clothing articles.

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BASKETRY PRODUCTS

COILED BASKETRY is a type of technique

in basket making, which Native Americans
of the Southwest are all renowned for. This
comes in various styles and shapes
depending on the materials used and the
type of stitch used to interlock the coil
together

PLAITING BASKETRY is similar to textile

weaving where the material is plaited or
woven to produce a wide variety of items
like bags, baskets, purse, fan, etc.

TWINNING BASKETRY uses materials

from roots and tree bark. Twinning actually
refers to a weaving technique where two or
more flexible weaving elements or weavers
cross each other as they weave through the
stiffer radial spokes.

WICKER AND SPLINT BASKETRY

uses materials like reed, cane willow, oak,
and ash to create useful basket designs.

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 What’s More

AM I TRUE OR NOT?
Directions: Write YES if the statement is True and No if it is wrong. If your answer is, NO
write the correct statement.

STATEMENTS YES NO/ WHY

Basketry products are just made only for fun

Macrame Textile is a form of textile making using

knots instead of weaving or knitting.

Macrame Bracelets are heavy to wear unlike silver,

gold, and traditional jewelry.

Macrame Belts are considered as unique item for

fashion used around the waist as an accessory or to
support trousers or other clothing articles.
Plaiting Basketry is similar to textile weaving where
the material is plaited or woven to produce a wide
variety of items like bags, baskets, purse, fan, etc.

What I Have Learned

1. Macrame and Basketry products are _________________________

2. The following are products of Macrame:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. The following are products of Basketry:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 What I Can Do

Directions: Complete the statements with the appropriate word/s. Write your answers on the
blanks provided.
1. _________ macramé is used to decorate the palace halls and country households
in China since the ancient times.

2. Macrame Bags are fashion accessories nowadays; trendy style made of ______ or
sequences.
3. Macrame _______ are light and of various sizes and shapes.

4. Plaiting Basketry is similar to _______ weaving where the material is plaited or

woven to produce a wide variety of items like bags, baskets, purse, fan, etc.
5. _________ comes in various styles and shapes.

Assessment

Multiple Choice.
Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
_______1. These are considered as unique items for fashion used around the waist as a
accessory or to support trousers or other clothing articles.
A. Macrame Belt C. Macrame Textiles
B. Macrame Necklace D. Chinese Macrame

_______2. This Macrame product is made of nylon-waxed twine; is light to wear in contrast to
silver, gold and traditional jewelry with crystals and gemstone.
A. Macrame Bracelets C. Macrame Necklace
B. Macrame Earrings D. MacrameTextiles

_______3. Which of the following refers to a basketry product which comes in various
styles and shapes depending on the materials used?
A. Twinning Basketry C. Coiled Basketry
B. Plaiting Basketry D. Wicker and Split Basketry

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________4. Which one uses reed, cane, willow, oak, and ash to create useful basket
designs.
A. Coiled Basketry C. Plaiting Basketry
B. Wicker and Split Basketry D. Twinning Basketry

_______5. They are used to decorate the palace halls and country households in China since
ancient times.
A. Macrame Belts C. Macrame Necklace
B. Macrame Textiles D. Chinese Macrame

Additional Activities

LET’S DIG IT DEEPER!

Directions: Make three (3) HUGOT LINES as regards to the learnings you got from the
lesson.
Ex. “Basket ka ba? Kailangan kita para maiangat ko ang aking buhay pinansyal.”

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

RUBRICS

Score Expectations
3 The Tag Line uses effective details in relation to the topic, presented in logical
sequence and maintains a consistent tone that clearly and effectively
communicates the writer’s attitude toward the subject
2 The Tag Line uses obvious or predictable details , presented in a logical
sequence but includes 3-4 items out of order and maintains a consistent tone
but does not effectively communicate the writer’s attitude toward the subject.
1 The Tag Line does not use details from the topic, presented out of sequence
or with an unclear order and does not maintain a consistent or clear tone.

Congratulations! You did a great job!

Good luck as you move on to the next lesson.

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 Answer Key

What’s In
What I Know
1. Basketry and Macrame Product
1. C
2. Wicker and Splint Basketry
2. A
3. Macrame Bracelets
3. D 4. Twinning Basketry
4. C
5. Plaiting Basketry
5. D

What is It What I can Do

Basketry and Macrame products will 1. Chinese
surely be useful in our community. It can 2. beads
improve our economic status, add beauty 3. earrings
and fashion, and make our works more 4. textile
productive and efficient. 5. Macrame Necklaces
(The answer of students may vary.)

PRE- Assessment
1. A
2. A
3. C
4. B
5. D

Additional Activities
(The product will surely vary)

Score Expectations
3 The Tag Line uses effective details in relation to the topic, presented in logical
sequence and maintains a consistent tone that clearly and effectively
communicates the writer’s attitude toward the subject
2 The Tag Line uses obvious or predictable details , presented in a logical
sequence but includes 3-4 items out of order and maintains a consistent tone
but does not effectively communicate the writer’s attitude toward the subject.
1 The Tag Line does not use details from the topic, presented out of sequence or
with an unclear order and does not maintain a consistent or clear tone.

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References

Books:
Grade 7 TLE-Animal Production Learner’s Material

Websites:
https://connectmyguru.com/mcq/100-top
https://uwaterloo.ca>telling>effect

https://thenundercoverrecruiter.com
https://www.deakinco.com
https://www.google.com/amp/s/www.globalguideline.com/interview_q
https://theinterviewguys.com/top-10-interview-questions-for-managers
https://www.iedunote.com
https://simplicable.com

https:www.upskilled.edu.au

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For inquiries or feedback, please write or call:
Department of Education – SDO Palawan
Curriculum Implementation Division Office
2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone np. (048) 434-0099