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 8

Subject: MUSIC

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Abadilla, Kylle 79 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 1. sings songs of conference arrange with making reached mastery of
Famalejo, Lloyd 76 Southeast Asia; the subject teachers and significant the competencies
Labra, Dale 78 subject coordinator. progress. in learning plan.
Pananganan, Ahron 75 2. analyzes musical  Arrange schedule for
Siboa, Gian 76 elements of selected remedial classes.
Suarez, Janreb Shem 75 songs and instrumental Students are given an
Tanag, Franzlee 75 pieces heard and activity sheet/actual
Tapales, Alexis 78 performed; practical test that aids
Bintad, Krishley 77 learning supports to
Sunit, Leizel 79 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.
Abadilla, Kylle 78 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 76 conference arrange with making reached mastery of
Farmalejo, Lloyd 77 1. explains how East the subject teachers and significant the competencies
Labra, Dale 78 Asian music relates to its subject coordinator. progress. in learning plan.
geography and culture;  Arrange schedule for
Navares, Junreil Dominic 78
remedial classes.
Ombos, Mark Vincent 78
2. sings songs of East Asia; Students are given an
Siboa, Gian 78 activity sheet/actual
Suarez, Janreb Shem 77 3. performs on available practical test that aids
Tanag, Franzlee 75 instruments from East learning supports to
Tapales, Alexis 75 Asia; learners to achieve
Binatad, Krishley 78 mastery of the
Rago, Charlotte Nhovem 79 competencies.
Sunit, Leizel 78 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.
Abadilla, Kylle 79 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 conference arrange with making reached mastery of
Farmalejo, Lloyd 77 1. sings songs of South the subject teachers and significant the competencies
Siboa, Gian 78 Asia and the Middle East; subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 75  Arrange schedule for
Tanag, Alexis 65 2. improvises simple remedial classes.
Rago, Charlotte Nhovem 78 accompaniment to Students are given an
selected South Asia and activity sheet/actual
the Middle East music; practical test that aids
learning supports to
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.
Abadilla, Kylle 79 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 1. sing selection/s from conference arrange with making reached mastery of
Dayondon, Ian 78 chosen Asian musical the subject teachers and significant the competencies
Siboa, Gian 75 theater; subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 70  Arrange schedule for
Rago, Cahrlotte Nhovem 79 2. describe how the remedial classes.
Sunit, Leizel 76 musical elements Students are given an
contribute to the activity sheet/actual
performance of the practical test that aids
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
Delima, Vivencio 76 Quarter 1 Lesson 1
Famalejo, Lloyd
Labra, Dale 1. analyze elements and
Pananganan, Ahron principles of art in the
Siboa, Gian production of arts and
Suarez, Janreb Shem crafts inspired by the
Tanag, Franzlee cultures of Southeast Asia
Tapales, Alexis
Bintad, Krishley 2. reflect on and derive
Sunit, Leizel 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
Abadilla, Kylle 76 Quarter 2 Lesson 1
Delima, Vivencio 78
Farmalejo, Lloyd 76 1. principles of art in the
Labra, Dale 75 production of arts and
crafts inspired by the
Navares, Junreil Dominic 78
cultures of East Asia
Ombos, Mark Vincent 78
Siboa, Gian 76 2. reflect on and derive
Suarez, Janreb Shem 77 the mood, idea or
Tanag, Franzlee 76 message from selected
Tapales, Alexis 76 artifacts and art objects
Binatad, Krishley 78
Rago, Charlotte Nhovem 79 3. appreciate the artifacts
Sunit, Leizel 75 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
Abadilla, Kylle 76 Quarter 3 Lesson 1
Delima, Vivencio 78
Farmalejo, Lloyd 76 1. analyze elements and
Siboa, Gian 77 principles of art in the
Suarez, Janreb Shem 75 production of arts and
Tanag, Alexis 77 crafts inspired by the
Rago, Charlotte Nhovem 78 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
Abadilla, Kylle 78 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 79 conference arrange with making reached mastery of
Farmalejo, Lloyd 77 1. research on the history the subject teachers and significant the competencies
Labra, Dale 77 of the festival and subject coordinator. progress. in learning plan.
76 theatrical forms and its  Arrange schedule for
Navares, Junreil Dominic
75 evolution, and describe remedial classes.
Ombos, Mark Vincent
76 how the community Students are given an
Siboa, Gian 70 participates and activity sheet/actual
Suarez, Janreb Shem 76 contributes to the event practical test that aids
Tapales, Alexis 76 learning supports to
Binatad, Krishley 75 2. design the visual learners to achieve
Rago, Charlotte Nhovem 78 elements and mastery of the
Sunit, Leizel 79 components of the competencies.
selected festival or Assign Peer-Tutoring
theatrical form through during vacant hours.
costumes, props, etc. Regularly communicate
with the parent/guardian
3. analyze the uniqueness for monitoring and
of each group’s providing additional
performance of their guidance.
selected festival or Extending time of
theatrical form 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 Quarter Competency Skills Intervention Learners Status Remarks

Abadilla, Kylle 77 Quarter 1 Lesson 1
Delima, Vivencio 78
Famalejo, Lloyd 76 1. conducts physical
Pananganan, Ahron 77 activity and physical
Siboa, Gian fitness assessments of
78
Suarez, Janreb Shem family/school peers
76
Tanag, Franzlee
Tapales, Alexis 78 2. identifies training
Bintad, Krishley 78 guidelines and FITT
Sunit, Leizel 79 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
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.
Delima, Vivencio 78 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Farmalejo, Lloyd 77 conference arrange with making reached mastery of
Labra, Dale 78 1. conducts physical the subject teachers and significant the competencies
Navares, Junreil Dominic 76 activity and physical subject coordinator. progress. in learning plan.
fitness assessments of  Arrange schedule for
Ombos, Mark Vincent 76
family/school peers remedial classes.
Siboa, Gian 78
Students are given an
Suarez, Janreb Shem 75 2. prepares a physical activity sheet/actual
Tanag, Franzlee 76 activity program practical test that aids
Tapales, Alexis 75 learning supports to
Binatad, Krishley 78 3. describes the nature learners to achieve
Rago, Charlotte Nhovem 78 and background of the mastery of the
Sunit, Leizel 77 sport competencies.
Assign Peer-Tutoring
during vacant hours.
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.
Abadilla, Kylle 76 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 76 1. undertakes physical conference arrange with making reached mastery of
Farmalejo, Lloyd 75 activity and physical the subject teachers and significant the competencies
Siboa, Gian 74 fitness assessments subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 75  Arrange schedule for
Tanag, Alexis 75 2. describes the nature remedial classes.
Rago, Charlotte Nhovem 78 and background of the
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
Delima, Vivencio 72 Quarter 4 Lesson 1
Farmalejo, Lloyd 74
Labra, Dale 75 1. undertakes physical
Navares, Junreil Dominic 76 activity and physical
fitness assessments
Ombos, Mark Vincent 76
Siboa, Gian 78
2. addresses barriers (low
Suarez, Janreb Shem 78 level of fitness, lack of skill
Rago, Charlotte Nhovem 73 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
Farmalejo, Lloyd 77 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Labra, Dale 78 conference arrange with making reached mastery of
Navares, Junreil Dominic 76 1. analyzes the factors the subject teachers and significant the competencies
Ombos, Mark Vincent 75 that affect one’s attitudes subject coordinator. progress. in learning plan.
and practices related to  Arrange schedule for
Siboa, Gian 76
sexuality remedial classes.
Suarez, Janreb Shem 78
Students are given an
Tapales, Alexis 79 2. assesses personal activity sheet/actual
Binatad, Krishley 75 health attitudes that may practical test that aids
Rago, Charlotte Nhovem 78 influence sexual behavior learning supports to
Sunit, Leizel 76 learners to achieve
3. analyzes why mastery of the
abstinence is the most competencies.
effective method for the Assign Peer-Tutoring
prevention of HIV and during vacant hours.
AIDS and other STIs Regularly communicate
with the parent/guardian
Lesson 2 for monitoring and
providing additional
1. applies decision-making guidance.
skills in managing Extending time of
sexuality-related issues 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.
Abadilla, Kylle 76 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 conference arrange with making reached mastery of
Farmalejo, Lloyd 76 1. analyzes programs and the subject teachers and significant the competencies
Labra, Dale 78 policies to prevent and subject coordinator. progress. in learning plan.
Navares, Junreil Dominic 73 control communicable  Arrange schedule for
Ombos, Mark Vincent 73 diseases remedial classes.
Students are given an
Siboa, Gian 74
2. analyzes the nature of activity sheet/actual
Suarez, Janreb Shem 75
emerging and reemerging practical test that aids
Tanag, Franzlee 78 learning supports to
diseases
Tapales, Alexis 76 learners to achieve
Binatad, Krishley 78 3. analyzes programs and mastery of the
Rago, Charlotte Nhovem 79 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.
Abadilla, Kylle 79 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 76 1. explains the factors conference arrange with making reached mastery of
Farmalejo, Lloyd 77 that affect the promotion the subject teachers and significant the competencies
Siboa, Gian 77 of good mental and subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 76 emotional health  Arrange schedule for
Tanag, Alexis 78 2. recognizes the remedial classes.
Rago, Charlotte Nhovem 79 importance of preparing Students are given an
for old age and death activity sheet/actual
practical test that aids
 3. demonstrates coping
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
Delima, Vivencio 71 Quarter 4 Lesson 1
Farmalejo, Lloyd 77 1. describes the types of
Labra, Dale 79 intentional injuries
Navares, Junreil Dominic 77 (suicide, domestic
79 violence, gang and youth
Ombos, Mark Vincent
78 violence, illegal fraternity-
Siboa, Gian
76 related violence,
Suarez, Janreb Shem 78
kidnaping and abduction,
Tapales, Alexis 76 terroristic acts, sexual
Binatad, Krishley 78 victimization and other
Rago, Charlotte Nhovem 77 forms of sexual abuse)
2. interprets available
data on intentional
injuries
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.
Assign Peer-Tutoring
during vacant hours.
Regularly communicate
3. analyzes the risk and 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.