Semi – Detailed Lesson Plan in

TLE - Dressmaking 10

I. Objectives:
At the end of the lesson, the students should be able to:
1. enumerate the tools used in drafting basic pattern for ladies’ trouser;
2. perform and draft the basic pattern of ladies’ trouser on the pattern paper;
3. value the importance of numbers, lines and curves in drafting pattern.

II. Subject Matter

General Competency: LO 1. Draft and Cut Pattern for Ladies’ Trouser
TLE_HEDM9- 12TR-IIIa-h-9
Specific Competency: 1.11. Draft Basic/ Block Pattern
Materials Needed: drafting tools, drafting table, cutting tools, laptop, projector, IMC
References:

III. Procedure
A. Preparation
1. Daily Routine
1.1 Opening prayer
1.2 Greetings
1.3 Checking of attendance

2. Review of the past lesson

GAME: FINDING THE PERFECT MATCH
Directions: Each student will pick a picture inside a box. The box contains different pictures
of sewing tools; they will post the picture on the board.

B. Presentation
1. Motivation
 Show a video to the students about the possible topic for the day.
HOW TO MAKE TROUSERS FOR LADIES (PATTERN) / HOW TO DRAFT
TROUSER PATTERN - YouTube

2. Raised Up Questions (Constructive Approach)

 What do you think will be our topic for today?
 What will you expect after our discussion today?
 The teacher will post the objectives on the board. Let the students read the objectives.

3. Technical Terms
o Drafting - by taking measurements from a person, form, or model, in order to
then create a foundation
o Foundation line – where all the lines of the pattern starts.
o Placket - an opening or slit in a garment, covering fastenings or giving access to
a pocket, or the flap of fabric under such an opening.
o Crotch - the part of the human body between the legs where they join the torso.

4. Lesson Proper (Integrative Approach)

4.1 Sewing tools used for drafting basic pattern
Pencil - are often used for technical drawing as they can be placed very close to
templates giving a clear view of the page.
Pattern paper - medium to create the patterns, make adjustments to patterns, and to
catalog styles.
Yard stick - is useful for checking hems and drawing long lines.
Hip curve - is an essential tool for making patterns and fitting adjustments at
the hip line.
French curve - Use to connect points to create a smooth curve, blending seamlines
and trueing pattern alterations. Perfect for the neck curve and armscye – a must
have in your sewing room
 L-square - is one of the most basic of the pattern making rulers. This ruler helps to
create accurate 90° angles and straight edges
Drafting table - a kind of multipurpose desk which can be used for any kind of
drawing, writing or impromptu sketching on a large sheet of paper.
Tape measure - used primarily for taking body measurements, as well as for drafting
patterns, measuring fabric, laying out patterns on fabric, specifying the length of a
garment, checking the size of hems, measuring curves and corners.
Cutting scissors –used to cut the pattern.

4.2 Whole numbers, basic fraction, lines and curves

Whole numbers in inches/centimetre
¼”, ½”, ¾”
Lines and curves

4.3 Procedures in drafting the basic pattern for ladies’ trouser.

Post the procedures in drafting basic front pattern on the board with illustrations.

 On the pattern paper, make a horizontal line A – B

measuring the half of the hip measurement.
 A – D and B – C is the length measurement.
 Divide the rectangle in half so that you get two
1/4 hip wide panels. Mark the points that cross
the horizontal lines as 1 and 2.
 The next step would be to apply the hip depth.
Starting from A and B, apply the hip depth and
mark points E and F. Connect them with a
dotted line. Mark point 3 where the new line
crosses the vertical line in the middle.
 Again, starting from A and B down, apply the
rise and mark points G and H. Connect them
with a dotted line. Mark point 4 where the new
line crosses the vertical line in the middle.
 Start from the bottom line and apply the knee
level, marking points I and J. Mark point 5 where
the new line crosses the vertical line in the
middle.
 Drafting the front panel of the pants pattern.

 Start with measuring 1 inch (2.5 cm) down from point A to point D and mark point K.
 From point K, measure an inch (2.5 cm) towards the middle and mark it as point L.
 From point L, apply 1/4 waist measurement and draw a line that connects with the horizontal line of the
rectangle. Mark point M.
 Connect M with 3, and 3 with 4.
 From point G, extend the line as long as we calculated the front crotch (using the formula above) and
mark as point N.
 From point G, draw a ⅗ inch (1.5 cm) long line at 45-degree angle and mark point O.
 Connect points N and L, passing through the new point O and E to create the crotch curve.
 Measure 1.2 inches (3 cm) from points 5 and 2 in (on both knee and hemline) and mark points P and Q.
 Connect N–I–D and 4–P–Q to form the leg shape.
 Connect D and Q to finish the front panel at the hemline.

 The last thing we need to do here is to make the lines more natural and smooth as we are used to
seeing them on patterns.

5. Application (Experiential Learning)

Direction: Students will draft the basic pattern for ladies’ trouser by following the procedures in
drafting and using their basic knowledge in geometry. (front pattern) for 20 mins.

IV. Generalization:
What drafting tools used in drafting pattern for ladies trouser?
How did you find drafting your own pattern individually?
What can you say with our activity today? Have you find it interesting? Why?

V. Evaluation
Direction: Read and answer the following questions below. Write your answers on the paper
provided.
1 – 5. Give at least 5 sewing tools used in drafting the patterns.
1.
2.
3.
4.
5.
6. What do line A – B represents in the pattern?
7. What measurement does line A – D and B – C represents?

VI. Agreement
A. Bring another piece of pattern paper tomorrow.
B. Do advance study on manipulating final pattern.

Prepared by: Checked by:

MAYLYN TAGUIC – LASAY ANA MARIE M. MAXIMALES

Subject Teacher Principal I
Learning Approach Used:

1. The integrated approach

 helps pupils get a unified view of reality, and enhances their capability to acquire real-life skills.
It does this by linking learning content between and among subject areas. There is integration
when pupils are able to connect what they are learning in one subject area to a related content
in another subject area. For instance, topics learned in Math or Social Studies may be used by
the pupils with related concepts and skills in Reading and Language. The quality of learning
outcomes improves as pupils are able to integrate information across disciplines instead of
acquiring them in isolation.

An integrated approach has roots in early childhood education, where a hallmark for quality is
the seamless interconnection of development domains and content areas. John Dewey claimed
that learning could be more meaningful if content areas are blended for curriculum and
instruction. The use of unifying themes and real-life activities could lead to more relevant
learning (Dewey, 1938; New, 1992).
2. Constructive Approach
 is based on the belief that learning occurs as learners are actively involved in a process of
meaning and knowledge construction as opposed to passively receiving information. Learners
are the makers of meaning and knowledge.
3. Experiential Learning
Experiential learning activities can help students:

 Remain focused -- Students who are engaged and learning actively are less likely to become
bored and disinterested.
 Learn differently -- When students are involved in the learning process they are more engaged
emotionally, helping them experience learning in a dynamic, new way.
 Learn faster -- Learning firsthand requires deep problem-solving and critical thinking. These
processes boost student engagement, accelerating learning and improving content retention.