ST. ELIJAH CHRISTIAN INSTITUTE OF TECHNOLOGY FOUNDATION, INC.
OCANA, CARCAR CITY, CEBU
Intervention/Activities Given to Students with Learning Difficulties
School Year 2019-2020
Grade Level: Grade 7
Subject: MUSIC
Name of Students Grade Quarter Competency Skills
Dayuja, Angelo 78 Quarter 2 Lesson 1
Maloon, Rene Jay 79 1. identifies the musical
Tamayo, Mark Bryan 79 characteristics of
Telebrico, Lyle 79 representative selections
of Cordillera, Mindoro,
Palawan and of the
Visayas after listening;
2. analyzes the musical
elements of some vocal
and instrumental
selections from Cordillera,
Mindoro, Palawan and of
the Visayas after listening
3. explains the
distinguishing
characteristics of
representative music from
Cordillera, Mindoro,
Palawan and of the
Visayas in relation to its
culture and geography;
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
 4 explores ways of
producing sounds on a
variety of sources similar
to instruments being
studied;
5. creates appropriate
movements to
accompany music from
the Cordillera, Mindoro,
Palawan and of the
Visayas;
6. evaluates music and
music performances
applying knowledge of
musical elements and
style.
Arnaiz, John Axcel 77 Quarter 3 Lesson 1
Dayuja, Angelo 77 1. identifies the musical
Hagoyahay, John Ronald 75 characteristics of
Lawas, Twinkle Mae 75 representative music
Milagrosa, Mark James 79 selections from Mindanao
Tamayo, Mark Bryan 76 after listening;
Telebrico, Lyle 75
Villacura, Jhonices 77 Lesson 2
Abadilla, Kent 79 1. analyzes the musical
Aliser, Lance 75 elements of some
Farmalejo, Neil 75 Mindanao vocal and
Gemperoa, John Kobe 75 instrumental music;
Rico, Kimbelie Jane 79
Lesson 3
1. explains the
distinguishing
characteristics of
representative music
selections of Mindanao in
relation to its culture and
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.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
for monitoring and
providing additional
guidance.
 geography; Extending time of
completion of task.
2. perform Adjust the level of
instruments/improvised difficulty of learning
instruments from content/task if needed.
Mindanao, alone and/or Reassessment after the
with others; intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.

Arnaiz, John Axcel 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Hagoyahay, John Ronald 75 1. identifies musical conference arrange with making reached mastery of
Lawas, Twinkle Mae 75 characteristics of selected the subject teachers and significant the competencies
Maloon, Rene Jay 75 Philippine festivals and subject coordinator. progress. in learning plan.
Milagrosa, Mark James 75 theatrical forms through  Arrange schedule for
Nacua, Joshua Philip 75 video or live remedial classes.
Panangan, Bb. Boy 75 performances; Students are given an
Tamayo, Mark Bryan 75 activity sheet/actual
Telebrico, Lyle 75 2. narrate the origins and practical test that aids
Villacura, Jhonices 75 cultural background of learning supports to
Dayagdal, Ronnel 78 selected Philippine learners to achieve
Abadilla, Kent 76 festival/s; mastery of the
Aliser, Lance 75 competencies.
Farmalejo, Neil 78 Lesson 2 Assign Peer-Tutoring
Gemperoa, John Kobe 75 1. creates movements to during vacant hours.
Kanno, Yujin 76 music of a particular Regularly communicate
Navares, Jan Hendrich 76 Philippine festival; with the parent/guardian
Perolino, James Kiven 78 for monitoring and
Abella, Jamaica 75 2. describes how the providing additional
Delima, Diane 76 music contributes to the guidance.
performance of the Extending time of
musical production; completion of task.
Adjust the level of
3. sing selection/s from difficulty of learning
chosen Philippine musical content/task if needed.
Reassessment after the
theater; intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
Grade Level: Grade 7
Subject: ARTS
Name of Students Grade Quarter Competency Skills
Dayuja, Angelo 79 Quarter 2 Lesson 1
Hagayohay, Francis 79 1. analyze elements and
Maloon, Rene Jay 79 principles of art in the
Telebrico, Lyle 79 production one’s arts and
Dayagdal, Ronnel 77 crafts inspired by the arts
Abadilla, Kent 79 of MIMAROPA and the
Aliser, Lance 75 Visayas
Farmalejo, Neil 75
Gemperoa, John kobe 75 2. identify characteristics
Delima, Dianne 76 of arts and crafts in
specific areas in
MIMAROPA and the
Visayas, Marinduque
(Moriones masks),
Palawan (Manunggul Jar),
Mindoro
(HanunuoMangyan
writing, basketry, and
weaving), Bohol
(churches), Cebu
(furniture), Iloilo (culinary
arts and old houses),
Samar (Basey mats), etc.
3. reflect on and derive
the mood, idea or
message emanating from
selected artifacts and art
objects
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
 4. appreciate the artifacts for the effectiveness of
and art objects in terms of the intervention.
its utilization and its
distinct use of art
elements and principles

Lesson 2
1. create crafts that can
be locally assembled with
local materials, guided by
local traditional
techniques (e.g., habi,
lilip, etc).

Lesson 3
1. . show the relationship
of MIMAROPA and
Visayas arts and crafts to
Philippine culture,
traditions, and history
(Islamic influences,
Spanish heritage, and
American legacies in
education, business,
modernization, and
entertainment, as well as
in indigenous practices,
fiestas, and religious and
social practices)
Arnaiz, John Axcel 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Dayuja, Angelo 76 1. create artworks conference arrange with making reached mastery of
Hagoyahay, John Ronald 75 showing the characteristic the subject teachers and significant the competencies
Maloon, Rene Jay 76 elements of the arts of subject coordinator. progress. in learning plan.
Nacua, Joshua Philip 76 Mindanao  Arrange schedule for
Tamayo, Mark Bryan 78 remedial classes.
Telebrico, Lyle 76 2. identify characteristics Students are given an
Villacura, Jhonices 78 of arts and crafts in activity sheet/actual
specific areas in practical test that aids
 Mindanao (e.g., maritime
vessel [balanghay] from
Butuan, vinta from
Zamboanga; Maranao’s
malong, brasswares, okir,
panolong, torogan, and
sarimanok; Yakan’s fabric
and face makeup and
body ornamentation;
T’boli’s tinalak and
accessories; Tawi-tawi’s
Pangalaydance, etc.
Lesson 2
1. create crafts that can
be locally assembled with
local materials, guided by
local traditional
techniques (e.g., habi,
lilip, etc).
2. show the relationship
of the development of
crafts in specific areas of
the country, according to
functionality, traditional
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)
Arnaiz, John Axcel 75 Quarter 4 Lesson 1
Dayuja, Angelo 75 1. identify the festivals
Hagayohay, Francis 75 and theatrical forms
Hagoyahay, John Ronald 75 celebrated all over the
Lawas, Twinkle Mae 77 country throughout the
Maloon, Rene Jay 75 year
Milagrosa, Mark James 75
Nacua, Joshua Philip 75 2. research on the history
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
Tamayo, Mark Bryan 75 of the festival and practical test that aids
Telebrico, Lyle 75 theatrical composition learning supports to
Villacura, Jhonices 78 and its evolution, and learners to achieve
Abadilla, Kent 77 describe how the mastery of the
Aliser, Lance 77 townspeople participate competencies.
Farmalejo, Neil 78 and contribute to the Assign Peer-Tutoring
Gemperoa, John kobe 75 event during vacant hours.
Kanno, Yujin 77 Regularly communicate
Abella, Jamaica 77 Lesson 2 with the parent/guardian
Delima, Dianne 77 1. defines what makes for monitoring and
each of the Philippine providing additional
festivals unique through a guidance.
visual presentation Extending time of
completion of task.
2. analyze the uniqueness Adjust the level of
of each group’s difficulty of learning
performance of their content/task if needed.
selected festival or Reassessment after the
theatrical form intervention should be
done with appropriate
3. improvise and measurable data
accompanying sound and that would serve basis
rhythm of the Philippine for the effectiveness of
festival/theatrical form the intervention.
Grade Level: Grade 7
Subject: PHYSICAL EDUCATION

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Dayuja, Angelo 78 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Telebrico, Lyle 77 1. describes the nature conference arrange with making reached mastery of
and background of the the subject teachers and significant the competencies
sport subject coordinator. progress. in learning plan.
 Arrange schedule for
2. executes the skills remedial classes.
involved in the sport Students are given an
activity sheet/actual
3. performs appropriate practical test that aids
first aid for sports-related learning supports to
injuries 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.
Arnaiz, John Axcel 78 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Hagoyahay, John Ronald 76 1. describes the nature conference arrange with making reached mastery of
Lawas, Twinkle Mae 79 and background of the the subject teachers and significant the competencies
Maloon, Rene Jay 76 dance subject coordinator. progress. in learning plan.
Milagrosa, Mark James 78  Arrange schedule for
Nacua, Joshua Philip 79 2. performs appropriate remedial classes.
Tamayo, Mark Bryan 77 first aid for dance-related Students are given an
Telebrico, Lyle 77 injuries (e.g. cramps, activity sheet/actual
Villacura, Jhonices 76 sprain, heat exhaustion) practical test that aids
Dayagdal, Ronnel 79 learning supports to
Aliser, Lance 75 3. undertakes physical learners to achieve
Farmalejo, Neil 75 activity and physical mastery of the
Kanno, Yujin 75 fitness assessments competencies.
Abella, Jamaica 76 Assign Peer-Tutoring
Delima, Dianne 76 during vacant hours.
Rico, Kimberlie Jane 76 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.

Arnaiz, John Axcel 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Dayuja, Angelo 75 1. analyzes the effect of conference arrange with making reached mastery of
Hagayohay, Francis 76 exercise and physical the subject teachers and significant the competencies
Hagoyahay, John Ronald 75 activity participation on subject coordinator. progress. in learning plan.
Lawas, Twinkle Mae 75 fitness  Arrange schedule for
Nacua, Joshua Philip 75
Tamayo, Mark Bryan 75 2. performs appropriate
Villacura, Jhonices 75 first aid for dance-related
Aliser, Lance 79 injuries (e.g. cramps,
Gemperoa, John Kobe 77 sprain, heat exhaustion)
Kanno, Yujin 78
3. executes the skills
involved in the dance
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.
Grade Level: Grade 7
Subject: HEALTH

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Dayuja, Angelo 78 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Telebrico, Lyle 1. executes the skills conference arrange with making reached mastery of
involved in the dance the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
2. explains thee right of  Arrange schedule for
the child to nutrition remedial classes.
Students are given an
3. explains the activity sheet/actual
characteristics, signs, practical test that aids
symptoms, prevention learning supports to
and control of eating learners to achieve
disorders (anorexia mastery of the
nervosa, bulimia nervosa, competencies.
compulsive eating Assign Peer-Tutoring
disorder) 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

Arnaiz, John Axcel 78
Hagoyahay, John Ronald 76
Lawas, Twinkle Mae 79
Maloon, Rene Jay 76
Milagrosa, Mark James 78
Nacua, Joshua Philip 76
Tamayo, Mark Bryan 76
Telebrico, Lyle 75
Villacura, Jhonices 75
Farmalejo, Neil 75
Navares, Jan Hendrich
Perolino, James Kiven
Abella, Jamaica
Rico, Kimberlie Jane
for the effectiveness of
the intervention.
Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
1. analyzes the common conference arrange with making reached mastery of
beliefs about disease the subject teachers and significant the competencies
causation subject coordinator. progress. in learning plan.
 Arrange schedule for
2. discusses the factors remedial classes.
that affect disease Students are given an
transmission activity sheet/actual
practical test that aids
3. explains the different learning supports to
elements of the chain of learners to achieve
infection 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.

Arnaiz, John Axcel 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Dayuja, Angelo 75 1. critically analyzes the conference arrange with making reached mastery of
Hagayohay, Francis 76 impact of community and the subject teachers and significant the competencies
Abadilla, Kent 79 environmental issues and subject coordinator. progress. in learning plan.
Hagoyahay, John Ronald 75
Lawas, Twinkle Mae 75
Nacua, Joshua Philip
Tamayo, Mark Bryan
Telebrico, Lyle
Villacura, Jhonices
problems on people’s  Arrange schedule for
health remedial classes.
2. conducts a survey of Students are given an
the pressing activity sheet/actual
environmental problems practical test that aids
in the community learning supports to
learners to achieve
3. locates, evaluates and mastery of the
uses community health competencies.
resources to help solve Assign Peer-Tutoring
community health during vacant hours.
problems 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.