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 10

Subject: MUSIC

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Alima, John Lloyd 75 Quarter 1 Lesson 1
Alima, John Kirby 78
Emance, Rholex 76 1. explains the
Genogobis, Vince Ryan 75 performance practice
(setting, composition, role
Minoza, Michelle Diane 76
of composers/performers,
Gempasao, Arn Nino 76
and audience) of 20th
Trazona, Niel Ryan 75 century music;
Auguis, Mary Rose 78
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.
Alima, John Lloyd 70 Quarter 2 Lesson 1
Alima, John Kirby 77
Emance, Rholex 79 1. describes the historical
Minoza, Michelle Diane 78 and cultural background
of AfroLatin American and
popular music;
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 76 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Auguis, Mary Rose 77 conference arrange with making reached mastery of
1. gives a brief biography the subject teachers and significant the competencies
of selected Contemporary subject coordinator. progress. in learning plan.
Philippine composer/s ;  Arrange schedule for
remedial classes.
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.
Gempasao, Arn Nino 74 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Trazona, Niel Ryan 73 conference arrange with making reached mastery of
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 Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Alima, John Lloyd 76 Quarter Lesson 1  Parents are called for a Learner is Learner have
Alima, John Kirby 77 1 1. analyze art elements conference arrange with making reached mastery of
Emance, Rholex 76 and principles in the the subject teachers and significant the competencies
Genogobis, Vince Ryan 79 production of work subject coordinator. progress. in learning plan.
Minoza, Michelle Diane 79 following a specific art  Arrange schedule for
Gempasao, Arn Nino 76 style from the various art remedial classes.
Trazona, Niel Ryan 77 movements Students are given an
Auguis, Mary Rose 78 activity sheet/actual
2. reflect on and derive practical test that aids
the mood, idea, or learning supports to
message from selected learners to achieve
artworks mastery of the
competencies.
3. create artworks Assign Peer-Tutoring
guided by techniques during vacant hours.
and styles of the various Regularly communicate
art movements (e.g., with the parent/guardian
Impasto, Encaustic, etc.) for monitoring and
providing additional
4. apply different media guidance.
techniques and Extending time of
processes to completion of task.
communicate ideas, Adjust the level of
experiences, and stories difficulty of learning
showing the content/task if needed.
characteristics of the Reassessment after the
various art movements intervention should be
(e.g., the use of done with appropriate
industrial materials or and measurable data that
found objects, Silkscreen would serve basis for the
Printing, etc.) effectiveness of the
 intervention.
Alima, John Lloyd 70 Quarter Lesson 1  Parents are called for a Learner is Learner have
Alima, John Kirby 76 2 conference arrange with making reached mastery of
Minoza, Michelle Diane 75 1. realize that the subject teachers and significant the competencies
technology is an effective subject coordinator. progress. in learning plan.
and vibrant tool for  Arrange schedule for
empowering a person to remedial classes.
express his/her ideas, Students are given an
goals, and advocacies, activity sheet/actual
which elicits immediate practical test that aids
action learning supports to
learners to achieve
2. determine the role or mastery of the
function of artworks by competencies.
evaluating their Assign Peer-Tutoring
utilization and during vacant hours.
combination of art Regularly communicate
elements and principles with the parent/guardian
for monitoring and
3. create artworks that providing additional
can be locally assembled guidance.
with local materials, Extending time of
guided by 21st- completion of task.
centurytechniques Adjust the level of
difficulty of learning
4. apply different media content/task if needed.
techniques and Reassessment after the
processes to intervention should be
communicate ideas, done with appropriate
experiences, and stories and measurable data that
showing the would serve basis for the
characteristics of effectiveness of the
21stcenturyart (e.g., the intervention.
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 or form
Gempasao, Arn Nino 76 Quarter Lesson 1  Parents are called for a Learner is Learner have
Auguis, Mary Rose 77 3 conference arrange with making reached mastery of
1. realize that Filipino the subject teachers and significant the competencies
ingenuity is distinct, subject coordinator. progress. in learning plan.
exceptional, and on a par  Arrange schedule for
with global standards remedial classes.
Students are given an
2. determine the role or activity sheet/actual
function of artworks by practical test that aids
evaluating their learning supports to
utilization and learners to achieve
combination of art mastery of the
elements and principles competencies.
Assign Peer-Tutoring
3. create artworks that during vacant hours.
can be assembled with Regularly communicate
local materials with the parent/guardian
for monitoring and
4. apply different media providing additional
techniques and guidance.
processes to Extending time of
communicate ideas, completion of task.
experiences, and stories Adjust the level of
(the use of software to difficulty of learning
enhance/animate images content/task if needed.
like Flash, Movie Maker, Reassessment after the
Dreamweaver, etc.) intervention should be
done with appropriate
5. evaluate works of art and measurable data
in terms of artistic that would serve basis
concepts and ideas using for the effectiveness of
criteria appropriate for the intervention.
the style or form of
media-based arts and
 design
Gempasao, Arn Nino 73 Quarter Lesson 1  Parents are called for a Learner is Learner have
Trazona, Niel Ryan 74 4 conference arrange with making reached mastery of
Auguis, Mary Rose 79 1. explains how an idea the subject teachers and significant the competencies
or theme is subject coordinator. progress. in learning plan.
communicated in a  Arrange schedule for
selected performance remedial classes.
through the integration Students are given an
of musical sounds, songs, activity sheet/actual
dialogue and dance practical test that aids
learning supports to
2. analyzes examples of learners to achieve
plays based on theatrical mastery of the
forms, and elements of competencies.
art as applied to Assign Peer-Tutoring
performance during vacant hours.
Regularly communicate
3. design with a group with the parent/guardian
the visual components of for monitoring and
a school play (stage providing additional
design, costume, props, guidance.
etc.) Extending time of
completion of task.
4. analyze the Adjust the level of
uniqueness of the group difficulty of learning
that was given content/task if needed.
recognition for its Reassessment after the
performance and explain intervention should be
what component done with appropriate
contributed to its and measurable data
selection that would serve basis
for the effectiveness of
5. choreograph the the intervention.
movements and gestures
needed in the effective
delivery of an original
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
Alima, John Lloyd 75 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Alima, John Kirby 75 conference arrange with making reached mastery of
Emance, Rholex 75 1. engages in moderate to the subject teachers and significant the competencies
Genogobis, Vince Ryan 76 vigorous physical subject coordinator. progress. in learning plan.
Minoza, Michelle Diane 77 activities for at least 60  Arrange schedule for
Gempasao, Arn Nino 76 minutes a day in and out remedial classes.
Trazona, Niel Ryan 77 of school Students are given an
Auguis, Mary Rose 78 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.
Alima, John Lloyd 70 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Alima, John Kirby 75 conference arrange with making reached mastery of
Emance, Rholex 77 1. engages in moderate the subject teachers and significant the competencies
Minoza, Michelle Diane 76 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.
Alima, John Kirby 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Gempasao, Arn Nino 75 conference arrange with making reached mastery of
Trazona, Niel Ryan 77 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. 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.

Gempasao, Arn Nino 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
conference arrange with making reached mastery of
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
Alima, John Lloyd 75 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Emance, Rholex 75 conference arrange with making reached mastery of
Genogobis, Vince Ryan 77 1. illustrates data on the subject teachers and significant the competencies
Minoza, Michelle Diane 76 unintentional injuries subject coordinator. progress. in learning plan.
78  Arrange schedule for
Gempasao, Arn Nino
79 remedial classes.
Trazona, Niel Ryan 2. practices the various
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.
Alima, John Lloyd 70 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Emance, Rholex 77 conference arrange with making reached mastery of
Genogobis, Vince Ryan 75 1. explains the the subject teachers and significant the competencies
Minoza, Michelle Diane 77 importance of courtship subject coordinator. progress. in learning plan.
and dating in choosing a  Arrange schedule for
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.
Alima, John Kirby 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Gempasao, Arn Nino 75 conference arrange with making reached mastery of
Trazona, Niel Ryan 77 1. critically analyzes the the subject teachers and significant the competencies
impact of current health subject coordinator. progress. in learning plan.
issues and trends  Arrange schedule for
2. recommends ways of remedial classes.
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.
Alima, John Kirby 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Gempasao, Arn Nino 73 conference arrange with making reached mastery of
Auguis, Mary Rose 79 1. prepares a personal the subject teachers and significant the competencies
health plan adaptable to subject coordinator. progress. in learning plan.
changing lifelong needs  Arrange schedule for
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
career providing additional
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.