ST. ELIJAH CHRISTIAN INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

OCANA, CARCAR CITY, CEBU

Intervention/Activities Given to Students with Learning Difficulties

School Year 2017 - 2018

Grade Level: Grade 8

Subject: MUSIC

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Enoc, Ynze Ahuayeue 77 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Sonsona, Den Carl 75 1. sings songs of conference arrange with making reached mastery of
Barredo, Jerico Angelo 76 Southeast Asia; the subject teachers and significant the competencies
Carpentero, John Russel 76 subject coordinator. progress. in learning plan.
2. analyzes musical  Arrange schedule for
Fatonial, JM Marlou 75
elements of selected remedial classes.
songs and instrumental Students are given an
pieces heard and activity sheet/actual
performed; practical test that aids
learning supports to
3. improvises simple learners to achieve
accompaniment to mastery of the
selected Southeast Asian competencies.
music; Assign Peer-Tutoring
during vacant hours.
4. performs on available Regularly communicate
instruments from with the parent/guardian
Southeast Asia; for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
 difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
Enoc, Ynze Ahuayeue 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Duran, John Errol 75 conference arrange with making reached mastery of
Estrera, Steven 75 1. explains how East the subject teachers and significant the competencies
Gundao, Joel 75 Asian music relates to its subject coordinator. progress. in learning plan.
geography and culture;  Arrange schedule for
Laputan, Clark Clarence 75
remedial classes.
Menoza, Jerson 75
2. sings songs of East Asia; Students are given an
Sonsona, Den Carl 79 activity sheet/actual
Suarez, Januario Kenneth 75 3. performs on available practical test that aids
Velez, Justin Jacob 75 instruments from East learning supports to
Asia; learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
 effectiveness of the
intervention.
Enoc, Ynze Ahuayeue 77 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Sejismundo, Ashley Nicole 76 conference arrange with making reached mastery of
Duran, John Errol 75 1. sings songs of South the subject teachers and significant the competencies
Estrera, Steven 66 Asia and the Middle East; subject coordinator. progress. in learning plan.
Gundao, Joel 75  Arrange schedule for
Laputan, Clark Clarence 75 2. improvises simple remedial classes.
Menoza, Jerson 75 accompaniment to Students are given an
Bintad, Tisha Mae 79 selected South Asia and activity sheet/actual
Fabtonial, JM Marlou 75 the Middle East music; practical test that aids
Labra, Ram 76 learning supports to
Quindanala, Angelu 76 3. performs on available learners to achieve
instruments from South mastery of the
Asia and Middle East; competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
Enoc, Ynze Ahuayeue 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Sejismundo, Ashley Nicole 76 1. sing selection/s from conference arrange with making reached mastery of
Duran, John Errol 77 chosen Asian musical the subject teachers and significant the competencies
Gundao, Joel 77 theater; subject coordinator. progress. in learning plan.
Laputan, Clark Clarence 79  Arrange schedule for
Minoza, Jerson 77 2. describe how the remedial classes.
Bintad, Tisha Mae 76 musical elements Students are given an
Quindala, Angelu 76 contribute to the activity sheet/actual
Velez, Justin Jacob 75 performance of the practical test that aids
Abella, Louie Jay 76 musical production; learning supports to
learners to achieve
3. creates/improvises mastery of the
appropriate sound, music, competencies.
gesture, movements, Assign Peer-Tutoring
props and costume for during vacant hours.
performance of a chosen Regularly communicate
Asian traditional musical with the parent/guardian
and theatrical form; for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
Grade Level: Grade 8
Subject: ARTS
Name of Students Grade Quarter Competency Skills
Duran, John Errol 79 Quarter 1 Lesson 1
Gundao, Joel 77
Sonsona, Don Carl 75 1. analyze elements and
Barredo, Jerico Angelo 77 principles of art in the
production of arts and
Velez, Justin Jacob 77
crafts inspired by the
cultures of Southeast Asia
2. reflect on and derive
the mood, idea, or
message from selected
artifacts and art objects
3. create crafts that can
be locally assembled with
local materials, guided by
local traditional
techniques (e.g.,batik, silk
weaving, etc.)
Lesson 2
1. show the
commonalities and
differences of the culture
of the Southeast Asian
countries in relation to
Philippine culture
2. mount an exhibit using
completed Southeast
Intervention Learners Status Remarks
Insignificant Significant
Progress Progress
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
 Asian-inspired arts and
crafts in an organized
manner
Duran, John Errol 77 Quarter 2 Lesson 1
Enoc, Ynze Aljayeve 77
Estrera, Steven 79 1. principles of art in the
Gundao, Joel 75 production of arts and
Laputan, Clark Clarence crafts inspired by the
79
Minoza, Jerson cultures of East Asia
76
Barredo, Jerico Angelo 70 2. reflect on and derive
Fantonial, JM Marlou 79
the mood, idea or
Labra, Ram 79 message from selected
artifacts and art objects
3. appreciate the artifacts
and art objects in terms of
their utilization and their
distinct use of art
elements and principles
4. create crafts that can
be locally assembled with
local materials, guided by
local traditional
techniques (e.g., Gong-bi,
Ikat, etc.)
Lesson 2
1. show the relationship
of the development of
crafts in specific countries
in East Asia according to
functionality, traditional
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
intervention.
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
 jewelry, and basketry)
2. mount an exhibit using
completed East
Asianinspired crafts in an
organized manner
Sejismundo, Ashley Nicole 78 Quarter 3 Lesson 1
Estrera, Steven 66
Gundao, Joel 76 1. analyze elements and
Bintad, Tisha Mae 78 principles of art in the
Quindala, Angelu 77 production of arts and
crafts inspired by the
cultures of South Asia,
West Asia, and Central
Asia
2. reflect on and derive
the mood, idea or
message from selected
artifacts and art objects
3. appreciate the artifacts
and art objects in terms of
their utilization and their
distinct use of art
elements and principles
Lesson 2
1. create arts and crafts
that can be locally
assembled with local
materials, guided by local
traditional techniques
(e.g., Ghonghdis, Marbl
2. show the relationship
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
 of the development of
crafts in specific countries
in South Asia, West Asia,
and Central Asia,
according to functionality,
traditional specialized
expertise, and availability
of resources

3. show the
commonalities and
differences of the cultures
of the South Asian, West
Asian, and Central Asian
countries in relation to
Philippine culture
Sejismundo, Ashley Nicole 78 Quarter 4 Lesson 1
Enoc, Ynze Aljayeve 77
Gundao, Joel 77 1. research on the history
Laputan, Clark Clarence 78 of the festival and
Bintad, Tisha Mae 77 theatrical forms and its
Quindala, Angelu 76 evolution, and describe
78 how the community
Velez, Justin Jacob
participates and
contributes to the event
2. design the visual
elements and
components of the
selected festival or
theatrical form through
costumes, props, etc.
3. analyze the uniqueness
of each group’s
performance of their
selected festival or
theatrical form
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.

Lesson 2
1. show the relationship
of the selected Asian
festival and the festival in
the Philippines in terms of
form and reason for
holding the celebration
2. choreograph the
movements and gestures
reflecting the mood of the
selected
festival/theatrical form of
Asia
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.

3. perform in a group
showcase of the selected
festival/theatrical form

Grade Level: Grade 8

Subject: PHYSICAL EDUCATION
Name of Students Grade
Velez, Justin Jacob 75
Quarter Competency Skills
Quarter 1 Lesson 1
1. conducts physical
activity and physical
fitness assessments of
family/school peers
2. identifies training
guidelines and FITT
principles
3. prepares a physical
activity program
Lesson 2
1. distinguishes facts from
fallacies and
misconceptions about
physical activity
participation
2. performs appropriate
first aid for injuries and
emergency situations in
physical activity and sport
settings
Intervention Learners Status Remarks
Insignificant Significant
Progress Progress
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
Barredo, Jerico Angelu 65 Quarter 2 Lesson 1
Labra, Ram 78
Suarez, Junario Kenneth 78 1. conducts physical
Velez, Justin Jacob 75 activity and physical
fitness assessments of
family/school peers
2. prepares a physical
activity program
3. describes the nature
and background of the
sport
Lesson 2
1. monitors periodically
progress towards the
fitness goals
2. distinguishes facts from
fallacies and
misconceptions about
physical activity
participation
3. performs appropriate
first aid for injuries and
emergency situations in
physical activity and sport
settings
Duran, John Errol 79 Quarter 3 Lesson 1
Estrera, Steven 67 1. undertakes physical
Gundao, Joel 75 activity and physical
Bintad, Tisha 79 fitness assessments
Quindala, Angelu 77
Llanos, Kevin 79 2. describes the nature
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Fantonial, JM Marlou 78 and background of the
Bintad, Jerico Angelo 77 sport
3. executes the skills
involved in the sport
Lesson 2
1. monitors periodically
one’s progress towards
the fitness goals
2. performs appropriate
first aid for sport-related
injuries (cramps, sprain,
heat exhaustion)
3. displays tolerance and
acceptance of individuals
with varying skills and
abilities
Duran, John Errol 78 Quarter 4 Lesson 1
Enoc, Ynze Aljayeve 78
Gundao, Joel 76 1. undertakes physical
Velez, Justin Jacob 75 activity and physical
Quindala, Angelu 77 fitness assessments
76
Fantonial, JM Marlou
77 2. addresses barriers (low
Bintad, Jerico Angelo
level of fitness, lack of skill
and time) to exercise
3. describes the nature
and background of the
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
Extending time of
completion of task.
Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
 Arrange schedule for
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
learning supports to
learners to achieve
mastery of the
competencies.
 dance Assign Peer-Tutoring
during vacant hours.
Lesson 2 Regularly communicate
with the parent/guardian
1. executes the skills for monitoring and
involved in the dance providing additional
guidance.
2. monitors periodically Extending time of
one’s progress towards completion of task.
the fitness goals Adjust the level of
difficulty of learning
3. analyzes the effect of content/task if needed.
exercise and physical Reassessment after the
activity participation on intervention should be
fitness done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.

Grade Level: Grade 8

Subject: HEALTH
 Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Duran, John Errol 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Enoc, Ynze Aljeve 75 conference arrange with making reached mastery of
Estrera, Steven 76 1. analyzes programs and the subject teachers and significant the competencies
Gundao, Joel 75 policies to prevent and subject coordinator. progress. in learning plan.
control communicable  Arrange schedule for
Laputan, Clark Clarence 76
diseases remedial classes.
Minoza, Jerson 75
Students are given an
Velez, Justin Jacob 76 2. analyzes the nature of activity sheet/actual
Suarez, Junuario Kenneth 76 emerging and reemerging practical test that aids
Fantonial, JM Marlou 76 learning supports to
diseases
Barredo, Jerico Angelu 65 learners to achieve
3. analyzes programs and mastery of the
policies to prevent and competencies.
control communicable Assign Peer-Tutoring
diseases during vacant hours.
Regularly communicate
Lesson 2 with the parent/guardian
for monitoring and
1. demonstrates advocacy providing additional
skills in the prevention guidance.
and control of common Extending time of
communicable and completion of task.
emerging diseases Adjust the level of
difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
Estrera, Steven 68 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Gundao, Joel 75 1. explains the factors conference arrange with making reached mastery of
Laputan, Clark Clarence 79 that affect the promotion the subject teachers and significant the competencies
Velez, Justin Jacob 75 of good mental and subject coordinator. progress. in learning plan.
Suarez, Junuario Kenneth emotional health  Arrange schedule for
Fantonial, JM Marlou 79 2. recognizes the remedial classes.
78 importance of preparing Students are given an
Barredo, Jerico Angelu
78 for old age and death activity sheet/actual
Arlan, Jan Kendrik
75 practical test that aids
Rama, Jelyn 76 3. demonstrates coping learning supports to
Madaya, Shirly Ann 65 skills in managing loss and learners to achieve
grief mastery of the
competencies.
Lesson 2 Assign Peer-Tutoring
during vacant hours.
1. discusses the types, Regularly communicate
signs, symptoms, with the parent/guardian
prevention, and for monitoring and
professional care in providing additional
managing common guidance.
mental disorders Extending time of
completion of task.
2. practices skills in Adjust the level of
managing feelings difficulty of learning
content/task if needed.
Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
Sejismundo, Ashley Nicole 78 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Duran, John Errol 78 1. describes the types of conference arrange with making reached mastery of
Enoc, Ynze Aljeve 79 intentional injuries the subject teachers and significant the competencies
Estrera, Steven 79 (suicide, domestic subject coordinator. progress. in learning plan.
Gundao, Joel 76 violence, gang and youth  Arrange schedule for
Laputan, Clark Clarence 77 violence, illegal fraternity- remedial classes.
Minoza, Jerson 78 related violence, Students are given an
Velez, Justin Jacob 75 kidnaping and abduction, activity sheet/actual
Fantonial, JM Marlou 76 terroristic acts, sexual practical test that aids
Barredo, Jerico Angelu 76 victimization and other learning supports to
Arlan, Jan Kendrick 79 forms of sexual abuse) learners to achieve
Rama, Jelyn 76 2. interprets available mastery of the
data on intentional competencies.
injuries Assign Peer-Tutoring
during vacant hours.
3. analyzes the risk and Regularly communicate
protective factors related with the parent/guardian
to intentional injuries for monitoring and
providing additional
Lesson 2 guidance.
Extending time of
1. demonstrates ways to completion of task.
prevent and control Adjust the level of
intentional injuries difficulty of learning
content/task if needed.
2. promoting a culture of Reassessment after the
nonviolence through intervention should be
healthful behaviors done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.