ST. ELIJAH CHRISTIAN INSTITUTE OF TECHNOLOGY FOUNDATION, INC.

OCANA, CARCAR CITY, CEBU

Intervention/Activities Given to Students with Learning Difficulties

School Year 2018 - 2019

Grade Level: Grade 8

Subject: MUSIC

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Gador, Carl Philip 77 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Alburo, Rebran 78 conference arrange with making reached mastery of
Cuenco, Dylan Michael 76 1. explains how East the subject teachers and significant the competencies
Delima, Gerson 75 Asian music relates to its subject coordinator. progress. in learning plan.
Gemuta, Chall John 76 geography and culture;  Arrange schedule for
Juanito, John Vincent 75 remedial classes.
Alberto, Willien 76 2. sings songs of East Asia; Students are given an
Dela Pena, Diana Elizabeth 75 activity sheet/actual
Yamyamin, Carla 76 3. performs on available practical test that aids
Jarina, Vince Jansyn 77 instruments from East learning supports to
Magallon, Klark Joshua 75 Asia; learners to achieve
Manondo, Mariel 75 mastery of the
Ramos, Joel 79 competencies.
Sembrino, Sylvester 75 Assign Peer-Tutoring
Tabilino, Ahron Owe 78 during vacant hours.
Ybanez, JV 75 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.
Gador, Carl Philip 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Alburo, Rebran 79 conference arrange with making reached mastery of
Cuenco, Dylan Michael 75 1. sings songs of South the subject teachers and significant the competencies
Delima, Gerson 79 Asia and the Middle East; subject coordinator. progress. in learning plan.
Juanito, John Vincent 75  Arrange schedule for
Tercero, Mark Kenneth 76 2. improvises simple remedial classes.
Yamyamin, Carla Devine 77 accompaniment to Students are given an
Dayondon, Shanlee Finbar 79 selected South Asia and activity sheet/actual
Ramos, Joel 75 the Middle East music; practical test that aids
Tabilino, Ahron Owe 78 learning supports to
Ybanez, JV 76 3. performs on available learners to achieve
Manondo, Mariel 79 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.
Juanito, John Vincent 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Dela Pena, Diana Elizabeth 79 1. sing selection/s from conference arrange with making reached mastery of
Yamyamin, Carla Devine 77 chosen Asian musical the subject teachers and significant the competencies
Jarina, Vince Jansyn 77 theater; subject coordinator. progress. in learning plan.
Ramos, Joel 77 2. describe how the  Arrange schedule for
Ybanez, JV 78 musical elements remedial classes.
contribute to the Students are given an
performance of the activity sheet/actual
musical production; practical test that aids
learning supports to
3. creates/improvises learners to achieve
appropriate sound, music, mastery of the
gesture, movements, competencies.
props and costume for Assign Peer-Tutoring
performance of a chosen during vacant hours.
Asian traditional musical Regularly communicate
and theatrical form; 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 8

Subject: ARTS
 Name of Students Grade Quarter Competency Skills
Cuenco, Dylan Michael 79 Quarter 1 Lesson 1
Yamyamin, Carla Devine 79
1. analyze elements and
principles of art in the
production of arts and
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
Asian-inspired arts and
crafts in an organized
manner
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.
Cuenco, Dylan Michael 76 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Delima, Gerson 75 conference arrange with making reached mastery of
Gemuta, Chall John 77 1. principles of art in the the subject teachers and significant the competencies
Juanito, John Vincent 75 production of arts and subject coordinator. progress. in learning plan.
crafts inspired by the  Arrange schedule for
Alberto, Willien 75
cultures of East Asia remedial classes.
Dela Pena, Dianna 75
Students are given an
Elizabeth 2. reflect on and derive activity sheet/actual
Yamyamin, Carla Devine 75 the mood, idea or practical test that aids
Dayondon, Shanlee 78 message from selected learning supports to
Finbar artifacts and art objects learners to achieve
Jarina, Vince Jansyn 78 mastery of the
Magallon, Klark Joshua 76 3. appreciate the artifacts competencies.
Manondo, Mariel 76 and art objects in terms of Assign Peer-Tutoring
Sembrino, Sylvester 75 their utilization and their during vacant hours.
Tabilino, Ahron Owe 75 distinct use of art Regularly communicate
Ybanez, JV 78 elements and principles with the parent/guardian
for monitoring and
Alburo, Rebran 77
4. create crafts that can providing additional
be locally assembled with guidance.
local materials, guided by Extending time of
local traditional completion of task.
techniques (e.g., Gong-bi, Adjust the level of
Ikat, etc.) difficulty of learning
content/task if needed.
Lesson 2 Reassessment after the
intervention should be
1. show the relationship done with appropriate
of the development of and measurable data that
crafts in specific countries would serve basis for the
in East Asia according to effectiveness of the
functionality, traditional intervention.
specialized expertise, and
availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)

2. mount an exhibit using

 completed East
Asianinspired crafts in an
organized manner
Gador, Cral Philip 78 Quarter 3 Lesson 1
Cuenco, Dylan Michael 78
Juanito, John Vincent 75 1. analyze elements and
Terecero, Mark Kenneth 77 principles of art in the
Dela Pena, Diana Elizabeth 77 production of arts and
Yamyamin, Carla Devine 79 crafts inspired by the
Juanito, Joseph Marey 75 cultures of South Asia,
Magallon, Klark Joshua 78 West Asia, and Central
Ramos, Joel 77 Asia
Sembrino, Sylevester 78
Tabilino, Ahron Owe 78 2. reflect on and derive
Ybanez, JV 79 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
of the development of
crafts in specific countries
in South Asia, West Asia,
 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.
 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
Juanito, Joseph Marey 79 Quarter 4 Lesson 1
Ramos, Joel 77
Sembrino, Sylvester 77 1. research on the history
Ybanez, JV 79 of the festival and
theatrical forms and its
evolution, and describe
how the community
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
Lesson 2
 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.
 1. show the relationship Reassessment after the
of the selected Asian intervention should be
festival and the festival in done with appropriate
the Philippines in terms of and measurable data
form and reason for that would serve basis
holding the celebration for the effectiveness of
the intervention.
2. choreograph the
movements and gestures
reflecting the mood of the
selected
festival/theatrical form of
Asia

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

Grade Level: Grade 8

Subject: PHYSICAL EDUCATION

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Cuenco, Dylan Michael 79 Quarter 1 Lesson 1
Yamyamin, Carla Devine 78
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
Alburo, Rebran 77 Quarter 2 Lesson 1
Cuenco, Dylan Michael 77
Delima, Gerson 75 1. conducts physical
Gemuta, Chall John 78 activity and physical
fitness assessments of
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.
 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
Juanito, John Vincent 76 family/school peers remedial classes.
Alberto, Willien 75 Students are given an
Dela Pena, Diana 75 2. prepares a physical activity sheet/actual
Elizabeth activity program practical test that aids
learning supports to
Yamyamin, Carla Devine 76
3. describes the nature learners to achieve
Magallon, Klark Joshua 78
and background of the mastery of the
Manondo, Mareil 77 sport competencies.
Sembrino, Sylvester 78 Assign Peer-Tutoring
Tabilino, Ahron Owe 78 during vacant hours.
Ybanez, JV 76 Lesson 2 Regularly communicate
with the parent/guardian
1. monitors periodically for monitoring and
progress towards the providing additional
fitness goals guidance.
Extending time of
2. distinguishes facts from completion of task.
fallacies and Adjust the level of
misconceptions about difficulty of learning
physical activity content/task if needed.
participation Reassessment after the
intervention should be
3. performs appropriate done with appropriate
first aid for injuries and and measurable data that
emergency situations in would serve basis for the
physical activity and sport effectiveness of the
settings intervention.
Gador, Carl Philip 79 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Juanito, John Vincent 76 1. undertakes physical conference arrange with making reached mastery of
Tercero, Mark Kenneth 78 activity and physical the subject teachers and significant the competencies
Yamyamin, Carla Devine 79 fitness assessments subject coordinator. progress. in learning plan.
Dayondon, Shanlee Finbar 78  Arrange schedule for
Magallon, Klark Joshua 79 2. describes the nature remedial classes.
Ramos, Joel 75 and background of the Students are given an
Ybanez, JV 78 sport activity sheet/actual
practical test that aids
3. executes the skills learning supports to
involved in the sport learners to achieve

Dayondon, Shanlee Finbar
Jarina, Vince Jansyn
Juanito, Joseph Marey
Ramos, Joel
Dela Pena, Dianne Elizabeth
Yamyamin, Carla Devine
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
78 Quarter 4 Lesson 1
77
79 1. undertakes physical
76 activity and physical
79 fitness assessments
78
2. addresses barriers (low
level of fitness, lack of skill
and time) to exercise
3. describes the nature
and background of the
dance
Lesson 2
1. executes the skills
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.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
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
Yamyamin, Carla Devjne 78 Quarter 1 Lesson 1
Ybanez, JV 79
1. analyzes the factors
that affect one’s attitudes
and practices related to
sexuality
2. assesses personal
health attitudes that may
influence sexual behavior
3. analyzes why
abstinence is the most
effective method for the
prevention of HIV and
AIDS and other STIs
Lesson 2
1. applies decision-making
skills in managing
sexuality-related issues
Dayondon, Shanlee Finbar 78 Quarter 2 Lesson 1
Juanito, Joseph Marey 78
Magallon, Klark Joshua 75 1. analyzes programs and
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.
 Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
the subject teachers and significant the competencies
Manondo, Mariel 76 policies to prevent and subject coordinator. progress. in learning plan.
Sembrino, Sylvester 75 control communicable  Arrange schedule for
Tabilino, Ahron Owe 76 diseases remedial classes.
Ybanez, JV 77 Students are given an
Gador, Carla Philip 75 2. analyzes the nature of activity sheet/actual
Alburo, Rebron 75 emerging and reemerging practical test that aids
Cuenco, Dylan Michael 75 diseases learning supports to
Delima, Gerson 75 learners to achieve
Gemuta, Chall John 76 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.
Tercero, Mark Kenneth 77 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Juanito, John Vincent 76 1. explains the factors conference arrange with making reached mastery of
Ybanez, JV 78 that affect the promotion the subject teachers and significant the competencies
Ramos, Joel 75 of good mental and subject coordinator. progress. in learning plan.
emotional health  Arrange schedule for
2. recognizes the remedial classes.
importance of preparing Students are given an
for old age and death activity sheet/actual
practical test that aids
3. demonstrates coping learning supports to
 skills in managing loss and
grief
Lesson 2
1. discusses the types,
signs, symptoms,
prevention, and
professional care in
managing common
mental disorders
2. practices skills in
managing feelings
Ramos, Joel 76 Quarter 4 Lesson 1
Juanito, Joseph Marey 79 1. describes the types of
Gemuta, Chall John 77 intentional injuries
Yamyamin, Carla Devine 78 (suicide, domestic
violence, gang and youth
violence, illegal fraternity-
related violence,
kidnaping and abduction,
terroristic acts, sexual
victimization and other
forms of sexual abuse)
2. interprets available
data on intentional
injuries
3. analyzes the risk and
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.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
with the parent/guardian
protective factors related for monitoring and
to intentional injuries providing additional
guidance.
Lesson 2 Extending time of
completion of task.
1. demonstrates ways to Adjust the level of
prevent and control difficulty of learning
intentional injuries content/task if needed.
Reassessment after the
2. promoting a culture of intervention should be
nonviolence through done with appropriate
healthful behaviors and measurable data
that would serve basis
for the effectiveness of
the intervention.