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 10

Subject: MUSIC

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Gempasao, Arn Nino 75 Quarter 1 Lesson 1
Morre, Reil 75
Secretaria, Kenneth 79 1. explains the
Arguis, Mary Rose 75 performance practice
76 (setting, composition, role
Baclayon, Mary Angel
75 of composers/performers,
Sta. Ana, Keryl Mae
and audience) of 20th
century music;
2. sings melodic
fragments of given
Impressionism period
pieces;
3. explores other arts and
media that portray 20th
century elements through
video films or live
performances;
4. create short electronic
and chance music pieces
using knowledge of 20th
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
 century styles.
Gempasao, Arn Nino 75 Quarter 2 Lesson 1
Morre, Reil 79
Secretaria, Kenneth 76 1. describes the historical
Arguis, Mary Rose 75 and cultural background
of AfroLatin American and
Baclayon, Mary Angel 78
popular music;
Sta. Ana, Keryl Mae 75
Labrado, Christine Joy 73 2. dances to different
selected styles of Afro-
Latin American and
popular music;
3. sings selections of Afro-
Latin American and
popular music in
appropriate pitch,
rhythm, style, and
expression;
4. choreographs a chosen
dance music;
5. evaluates music and
music performances using
knowledge of musical
elements and style.
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.
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.
Gempasao, Arn Nino 71 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 75 conference arrange with making reached mastery of
Ronulo, Jun Marvin 67 1. gives a brief biography the subject teachers and significant the competencies
Secretaria, Kenneth 76 of selected Contemporary subject coordinator. progress. in learning plan.
Arguis, Mary Rose 78 Philippine composer/s ;  Arrange schedule for
Baclayon, Mary Angel 76 remedial classes.
Sta. Ana, Keryl Mae 75 2. sings selections of Students are given an
Contemporary music with activity sheet/actual
appropriate pitch, practical test that aids
rhythm, style, and learning supports to
expression; learners to achieve
mastery of the
3. improvises simple competencies.
vocal/instrumental Assign Peer-Tutoring
accompaniments to during vacant hours.
selected songs; Regularly communicate
with the parent/guardian
4. evaluates music and for monitoring and
music performances using providing additional
knowledge of musical guidance.
elements and style. Extending time of
completion of task.
5. create a musical on the Adjust the level of
life of a selected difficulty of learning
contemporary Philippine content/task if needed.
composer; Reassessment after the
intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.
Morre, Reil 78 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Secretaria, Kenneth 79 conference arrange with making reached mastery of
Sta. Ana, Keryl Mae 79 1. describes how an idea the subject teachers and significant the competencies
or story in a musical play subject coordinator. progress. in learning plan.
is presented in a live  Arrange schedule for
performance or video; remedial classes.
Students are given an
2. explains how theatrical activity sheet/actual
elements in a selected practical test that aids
part of a musical play are learning supports to
combined with music and learners to achieve
media to achieve certain mastery of the
effects; competencies.
Assign Peer-Tutoring
3. creates / improvises during vacant hours.
appropriate sounds, Regularly communicate
music, gestures, with the parent/guardian
movements, and costume for monitoring and
using media and providing additional
technology for a selected guidance.
part of a musical play; Extending time of
completion of task.
4. present an excerpt Adjust the level of
from a 20th or 21st difficulty of learning
century Philippine musical content/task if needed.
and highlight its Reassessment after the
similarities and intervention should be
differences to other done with appropriate
western musical play. and measurable data
that would serve basis
for the effectiveness of
the intervention.
Grade Level: Grade 10
Subject: ARTS
Name of Students Grad Quarter Competency Skills
e
Gempasao, Arn Nino 78 Quarter 1 Lesson 1
Morre, Reil 77 1. analyze art elements
Arguis, Mary Rose 78 and principles in the
Sta. Ana, Keryl Mae 76 production of work
following a specific art
style from the various art
movements
2. reflect on and derive
the mood, idea, or
message from selected
artworks
3. create artworks guided
by techniques and styles
of the various art
movements (e.g.,
Impasto, Encaustic, etc.)
4. apply different media
techniques and processes
to communicate ideas,
experiences, and stories
showing the
characteristics of the
various art movements
(e.g., the use of industrial
materials or found
objects, Silkscreen
Printing, etc.)
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

Gempasao, Arn Nino 75 Quarter 2 Lesson 1
Morre, Reil 79
Secretaria, Kenneth 77 1. realize that technology
Arguis, Mary Rose 75 is an effective and vibrant
tool for empowering a
Baclayon, Mary Angel 76
person to express his/her
Sta. Ana, Keryl Mae 79
ideas, goals, and
Labrado, Christine Joy 73 advocacies, which elicits
immediate action
2. determine the role or
function of artworks by
evaluating their utilization
and combination of art
elements and principles
3. create artworks that
can be locally assembled
with local materials,
guided by 21st-
centurytechniques
4. apply different media
techniques and processes
to communicate ideas,
experiences, and stories
showing the
characteristics of
21stcenturyart (e.g., the
use of graphic software
like Photoshop, InDesign,
etc.)
5. evaluate works of art in
terms of artistic concepts
and ideas using criteria
appropriate for the style
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.
 or form
Gempasao, Arn Nino 75 Quarter 3 Lesson 1
Morre, Reil 74
Ronulo, Jun Marvin 66 1. realize that Filipino
Secretaria, Kenneth 75 ingenuity is distinct,
exceptional, and on a par
Arguis, Mary Rose
73 with global standards
Baclayon, Mary Angel
77
Sta. Ana, Keryl Mae 74 2. determine the role or
function of artworks by
evaluating their utilization
and combination of art
elements and principles
3. create artworks that
can be assembled with
local materials
4. apply different media
techniques and processes
to communicate ideas,
experiences, and stories
(the use of software to
enhance/animate images
like Flash, Movie Maker,
Dreamweaver, etc.)
5. evaluate works of art in
terms of artistic concepts
and ideas using criteria
appropriate for the style
or form of media-based
arts and design
Arguis, Mary Rose 79 Quarter 4 Lesson 1
Sta. Ana, Keryl Mae 79
1. explains how an idea or
theme is communicated
in a selected performance
 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
 through the integration of remedial classes.
musical sounds, songs, Students are given an
dialogue and dance activity sheet/actual
practical test that aids
2. analyzes examples of learning supports to
plays based on theatrical learners to achieve
forms, and elements of mastery of the
art as applied to competencies.
performance Assign Peer-Tutoring
during vacant hours.
3. design with a group the Regularly communicate
visual components of a with the parent/guardian
school play (stage design, for monitoring and
costume, props, etc.) providing additional
guidance.
4. analyze the uniqueness Extending time of
of the group that was completion of task.
given recognition for its Adjust the level of
performance and explain difficulty of learning
what component content/task if needed.
contributed to its Reassessment after the
selection intervention should be
done with appropriate
5. choreograph the and measurable data
movements and gestures that would serve basis
needed in the effective for the effectiveness of
delivery of an original the intervention.
performance with the use
of media

Grade Level: Grade 10

Subject: PHYSICAL EDUCATION

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Gempasao, Arn Nino 78 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 77 conference arrange with making reached mastery of
Arguis, Mary Rose 78 1. engages in moderate to the subject teachers and significant the competencies
Baclayon, Mary Angel 79 vigorous physical subject coordinator. progress. in learning plan.
76 activities for at least 60  Arrange schedule for
Sta. Ana, Keryl Mae
minutes a day in and out remedial classes.
of school Students are given an
activity sheet/actual
2. applies correct practical test that aids
techniques to minimize learning supports to
risk of injuries learners to achieve
mastery of the
3. analyzes the effects of competencies.
media and technology on Assign Peer-Tutoring
fitness and physical during vacant hours.
activity Regularly communicate
with the parent/guardian
4. expresses a sense of for monitoring and
purpose and providing additional
belongingness by guidance.
participating in physical Extending time of
activity-related completion of task.
community services and Adjust the level of
programs 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.
Morre, Reil 78 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Labrado, Christine Joy 73 conference arrange with making reached mastery of
1. engages in moderate the subject teachers and significant the competencies
to vigorous physical subject coordinator. progress. in learning plan.
activities for at least 60  Arrange schedule for
minutes a day in and out remedial classes.
of school Students are given an
activity sheet/actual
2. applies correct practical test that aids
techniques to minimize learning supports to
risk of injuries learners to achieve
mastery of the
3. analyzes the effects of competencies.
media and technology on Assign Peer-Tutoring
fitness and physical during vacant hours.
activity Regularly communicate
with the parent/guardian
4. expresses a sense of for monitoring and
purpose and providing additional
belongingness by guidance.
participating in physical Extending time of
activity-related completion of task.
community services and Adjust the level of
programs 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.
Gempasao, Arn Nino 71 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 77 conference arrange with making reached mastery of
Ronulo, Jun Marvin 67 1. determines risk factors the subject teachers and significant the competencies
Secretaria, Kenneth 77 related to lifestyle subject coordinator. progress. in learning plan.
diseases (obesity,  Arrange schedule for
Arguis, Mary Rose
77 diabetes, heart disease) remedial classes.
Baclayon, Mary Angel
78 Students are given an
Sta. Ana, Keryl Mae 75 2. engages in moderate to activity sheet/actual
vigorous physical practical test that aids
activities for at least 60 learning supports to
minutes a day in and out learners to achieve
of school mastery of the
competencies.
3. applies correct Assign Peer-Tutoring
techniques to minimize during vacant hours.
risk of injuries Regularly communicate
with the parent/guardian
4. critiques (verifies and for monitoring and
validates) media providing additional
information on fitness and guidance.
physical activity issues Extending time of
completion of task.
5. expresses a sense of Adjust the level of
purpose and difficulty of learning
belongingness by content/task if needed.
participating in physical Reassessment after the
activity-related intervention should be
community services and done with appropriate
programs and measurable data
that would serve basis
for the effectiveness of
the intervention.

Arguis, Mary Rose 79 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Baclayon, Mary Angel 79 conference arrange with making reached mastery of
Sta. Ana, Keryl Mae 79 1. determines risk factors the subject teachers and significant the competencies
related to lifestyle subject coordinator. progress. in learning plan.
diseases (obesity,  Arrange schedule for
diabetes, heart disease) remedial classes.
Students are given an
2. engages in moderate to activity sheet/actual
vigorous physical practical test that aids
activities for at least 60 learning supports to
minutes a day in and out learners to achieve
 of school mastery of the
competencies.
3. critiques (verifies and Assign Peer-Tutoring
validates) media during vacant hours.
information on fitness and Regularly communicate
physical activity issues with the parent/guardian
for monitoring and
4. expresses a sense of providing additional
purpose and guidance.
belongingness by Extending time of
participating in physical completion of task.
activity-related Adjust the level of
difficulty of learning
5. recognizes the needs of content/task if needed.
others in real life and in Reassessment after the
meaningful ways intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.

Grade Level: Grade 10

Subject: HEALTH

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks
 Insignificant Significant
Progress Progress
Gempasao, Arn Nino 78 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 76 conference arrange with making reached mastery of
1. illustrates data on the subject teachers and significant the competencies
unintentional injuries subject coordinator. progress. in learning plan.
 Arrange schedule for
2. practices the various remedial classes.
strategies in the Students are given an
prevention and control of activity sheet/actual
unintentional injuries practical test that aids
learning supports to
3. demonstrates skills in learners to achieve
advocating for a safe mastery of the
community 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.
Gempasao, Arn Nino 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 75 conference arrange with making reached mastery of
Secretaria, Kenneth 74 1. explains the the subject teachers and significant the competencies
Arguis, Mary Rose 78 importance of courtship subject coordinator. progress. in learning plan.
Baclayon, Mary Angel 79 and dating in choosing a  Arrange schedule for
Sta. Ana, Keryl Mae 76 lifetime partner remedial classes.
Students are given an
2. analyzes behaviors that activity sheet/actual
promote healthy practical test that aids
relationship in marriage learning supports to
and family life learners to achieve
mastery of the
3. analyzes the competencies.
importance of responsible Assign Peer-Tutoring
parenthood 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.
Gempasao, Arn Nino 79 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 76 conference arrange with making reached mastery of
Secretaria, Kenneth 77 1. critically analyzes the the subject teachers and significant the competencies
Arguis, Mary Rose 78 impact of current health subject coordinator. progress. in learning plan.
issues and trends  Arrange schedule for
Baclayon, Mary Angel
79 2. recommends ways of remedial classes.
Sta. Ana, Keryl Mae
76 managing health issues, Students are given an
trends and concerns activity sheet/actual
practical test that aids
3. demonstrates learning supports to
understanding of timely learners to achieve
health trends, issues and mastery of the
 concerns in the national competencies.
and international levels 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.
Gempasao, Arn Nino 78 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Morre, Reil 75 conference arrange with making reached mastery of
Secretaria, Kenneth 79 1. prepares a personal the subject teachers and significant the competencies
Arguis, Mary Rose 76 health plan adaptable to subject coordinator. progress. in learning plan.
Baclayon, Mary Angel 77 changing lifelong needs  Arrange schedule for
Sta. Ana, Keryl Mae 78 remedial classes.
2. explores the following Students are given an
careers in health activity sheet/actual
 disease prevention practical test that aids
career learning supports to
 personal health career learners to achieve
 mental health career mastery of the
 careers in safety competencies.
 environmental health Assign Peer-Tutoring
careers during vacant hours.
 career in drug related Regularly communicate
areas with the parent/guardian
 nutrition and dietetics for monitoring and
providing additional
career guidance.
 health and dental Extending time of
education completion of task.
 nursing and medical Adjust the level of
career 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.