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 7

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
Dayondon, Ian 79 1. discusses the concept conference arrange with making reached mastery of
of holistic health the subject teachers and significant the competencies
subject coordinator. progress. in learning plan.
2. recognizes that changes  Arrange schedule for
in different health remedial classes.
dimensions are normal Students are given an
during puberty  descry activity sheet/actual
practical test that aids
3. Analyzes myths, learning supports to
fallacies and beliefs learners to achieve
related to adolescent mastery of the
health concerns competencies.
Assign Peer-Tutoring
Lesson 2 during vacant hours.
1. explains the Regularly communicate
importance of health with the parent/guardian
appraisal procedures for monitoring and
during puberty in order to providing additional
achieve holistic health guidance.
(height and weight Extending time of
measurement, self-breast completion of task.
examination for girls, Adjust the level of
 testicular examination for
boys, vision screening,
scoliosis test, health
exam, and dental exam)
2. avails of health services
in the school and
community in order to
appraise one’s health
Canadalla, Fresh Renier 79 Quarter 2 Lesson 1
Dayondon, Ian 75 1. discusses the
Delima, Vivencio 75 nutritional problems of
Formalejo, Lloyd 76 adolescents
Labra, Dale 75
Navares, Junreil Dominic 75 2. follows the appropriate
Siboa, Gian 76 nutritional guidelines for
Suarez, Janreb Shem 75 adolescents for healthful
Tanag, Franzelle 75 eating
Wagas, Jeal Brylle 77
Rago, Charlotte Nhovem 77 Lesson 2
Sunit, Liezel 75 1. explains the
characteristics, signs,
symptoms, prevention
and control of eating
disorders (anorexia
nervosa, bulimia nervosa,
compulsive eating
disorder)
2. Applies decision-
making skills in selecting
foods to eat
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.
Delima, Vivencio 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Formalejo, Lloyd 77 1. identifies the musical conference arrange with making reached mastery of
Labra, Dale 79 characteristics of the subject teachers and significant the competencies
Siboa, Gian 76 representative music subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 76 selections from Mindanao  Arrange schedule for
Tanag, Franzelle 79 after listening; remedial classes.
Wagas, Jeal Brylle 79 Students are given an
Rago, Charlotte Nhovem 76 Lesson 2 activity sheet/actual
Sunit, Liezel 77 1. analyzes the musical practical test that aids
elements of some learning supports to
Mindanao vocal and learners to achieve
instrumental music; mastery of the
competencies.
Lesson 3 Assign Peer-Tutoring
1. explains the during vacant hours.
distinguishing Regularly communicate
characteristics of with the parent/guardian
representative music for monitoring and
selections of Mindanao in providing additional
relation to its culture and 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.
Dayondon, Ian 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 1. identifies musical conference arrange with making reached mastery of
Navares, Junreil Dominic 79 characteristics of selected the subject teachers and significant the competencies
Siboa, Gian 79 Philippine festivals and subject coordinator. progress. in learning plan.
Suarez, Janreb Shem 78 theatrical forms through  Arrange schedule for
Tanag, Franzelle 75 video or live remedial classes.
Wagas, Jeal Brylle 78 performances; Students are given an
Sunit, Liezel 78 activity sheet/actual
2. narrate the origins and practical test that aids
cultural background of learning supports to
selected Philippine learners to achieve
festival/s; mastery of the
competencies.
Lesson 2 Assign Peer-Tutoring
1. creates movements to during vacant hours.
music of a particular Regularly communicate
Philippine festival; with the parent/guardian
for monitoring and
2. describes how the providing additional
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.
theater; 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: ARTS

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Abadilla, Kylle 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Canadalla, Fresh Renier 76 1. identify characteristics conference arrange with making reached mastery of
Dayondon, Ian 76 of arts and crafts in the subject teachers and significant the competencies
Delima, Vivencio 75 specific areas in subject coordinator. progress. in learning plan.
Formalejo, Lloyd 76 MIMAROPA and the  Arrange schedule for
Labra, Dale 76 Visayas, Marinduque remedial classes.
Navares, Junreil Dominic 75 (Moriones masks), Students are given an
Siboa, Gian 75 Palawan (Manunggul Jar), activity sheet/actual
Suarez, Janreb Shem 75 Mindoro practical test that aids
Tanag, Franzelle 75 (HanunuoMangyan learning supports to
Wagas, Jeal Bryll 76 writing, basketry, and learners to achieve
Rago, Charlotte Nhovem 76 weaving), Bohol mastery of the
Sunit, Leizel 75 (churches), Cebu competencies.
(furniture), Iloilo (culinary Assign Peer-Tutoring
arts and old houses), during vacant hours.
Samar (Basey mats), etc. Regularly communicate
with the parent/guardian
2. appreciate the artifacts for monitoring and
and art objects in terms of providing additional
its utilization and its guidance.
distinct use of art Extending time of
elements and principles completion of task.
Adjust the level of
3. create crafts that can difficulty of learning
be locally assembled with content/task if needed.
local materials, guided by Reassessment after the
local traditional intervention should be
techniques (e.g., habi, done with appropriate
lilip, etc). and measurable data
that would serve basis
for the effectiveness of

Delima, Vivencio 75 Quarter 3 Lesson 1
Formalejo, Lloyd 78 1. create artworks
Labra, Dale 76 showing the characteristic
Siboa, Gian 78 elements of the arts of
Suarez, Janreb Shem 76 Mindanao
Rago, Charlotte Nhovem 76
Sunit, Leizel 79 2. identify characteristics
of arts and crafts in
specific areas in
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
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.
 availability of resources
(e.g., pottery, weaving,
jewelry, and basketry)
Dayondon, Ian 79 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 1. identify the festivals conference arrange with making reached mastery of
Tanag, Franzelle 76 and theatrical forms the subject teachers and significant the competencies
Sunit, Leizel 79 celebrated all over the subject coordinator. progress. in learning plan.
country throughout the  Arrange schedule for
year remedial classes.
Students are given an
2. research on the history activity sheet/actual
of the festival and practical test that aids
theatrical composition learning supports to
and its evolution, and learners to achieve
describe how the mastery of the
townspeople participate competencies.
and contribute to the Assign Peer-Tutoring
event during vacant hours.
Regularly communicate
Lesson 2 with the parent/guardian
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
Abadilla, Kylle 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Canadalla, Fresh Reneir 75 1. executes the skills conference arrange with making reached mastery of
Dayondon, Ian 76 involved in the sport the subject teachers and significant the competencies
Delima, Vivencio 75 subject coordinator. progress. in learning plan.
Formalejo, Lloyd 75 2. performs appropriate  Arrange schedule for
Labra, Dale 76 first aid for sports-related remedial classes.
Navares, Junreil Dominic 75 injuries Students are given an
Siboa, Gian 76 (e.g.cramps,sprain, heat activity sheet/actual
Suarez, Janreb Shem 76 exhaustion) practical test that aids
Tanag, Franzelle 76 learning supports to
Wagas, Jeal Bryll 77 learners to achieve
Rago, Charlotte Nhovem 75 mastery of the
Sunit, Leizel 75 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 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Labra, Dale 77 1. describes the nature conference arrange with making reached mastery of
Siboa, Gian 77 and background of the the subject teachers and significant the competencies
Suarez, Janreb Shem 76 dance subject coordinator. progress. in learning plan.
Rago, Charlotte Nhovem 78  Arrange schedule for
Sunit, Leizel 79 2. performs appropriate remedial classes.
first aid for dance-related Students are given an
injuries (e.g. cramps, activity sheet/actual
sprain, heat exhaustion) practical test that aids
learning supports to
3. undertakes physical learners to achieve
activity and physical mastery of the
fitness assessments 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 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Navares, Junreil Dominic 78 1. analyzes the effect of conference arrange with making reached mastery of
Suarez, Janreb Shem 78 exercise and physical the subject teachers and significant the competencies
Tanag, Franzelle 75 activity participation on subject coordinator. progress. in learning plan.
Sunit, Leizel 78 fitness  Arrange schedule for
remedial classes.

2. performs appropriate
first aid for dance-related
injuries (e.g. cramps,
sprain, heat exhaustion)
3. executes the skills
involved in the dance
Grade Level: Grade 7
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.
Subject: HEALTH
Name of Students Grade Quarter Competency Skills
Abadilla, Kylle 79 Quarter 1 Lesson 1
Dayondon, Ian 79
1. applies self-
management skills in
dealing with health
concerns during puberty,
such as poor eating
habits, lack of sleep, lack
of physical activity, dental
problems, body odor, and
postural problems
2. recognizes that changes
in different health
dimensions are normal
during puberty
3. explains that the
pattern of change during
puberty is similar but the
pace of growth and
development is unique for
each adolescent
Lesson 2
1. explains the
importance of health
appraisal procedures
during puberty in order to
achieve holistic health
(height and weight
measurement, self-breast
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.
 examination for girls,
testicular examination for
boys, vision screening,
scoliosis test, health
exam, and dental exam)
Abadilla, Kylle 76 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Canadalla, Fresh Reneir 76 1. explains thee right of conference arrange with making reached mastery of
Dayondon, Ian 76 the child to nutrition the subject teachers and significant the competencies
Delima, Vivencio 75 (Article 24 of the UN subject coordinator. progress. in learning plan.
Farmalejo, Lloyd 76 Rights of the Child)  Arrange schedule for
Labra, Dale 76 remedial classes.
Navares, Junreil Dominic 75 2. discusses the Students are given an
Suarez, Janreb Shem 75 nutritional problems of activity sheet/actual
adolescents practical test that aids
learning supports to
3. evaluates one’s diet in learners to achieve
terms of sugar sodium fat, mastery of the
fiber, etc. competencies.
Assign Peer-Tutoring
Lesson 2 during vacant hours.
1. explains the Regularly communicate
characteristics, signs, with the parent/guardian
symptoms, prevention for monitoring and
and control of eating providing additional
disorders (anorexia guidance.
nervosa, bulimia nervosa, Extending time of
compulsive eating completion of task.
disorder) Adjust the level of
difficulty of learning
2. Applies decision- content/task if needed.
making skills in selecting Reassessment after the
foods to eat intervention should be
done with appropriate
and measurable data
that would serve basis
for the effectiveness of
the intervention.

Dayondon, Ian 77 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Delima, Vivencio 75 1. analyzes the common conference arrange with making reached mastery of
Farmalejo, Lloyd 78 beliefs about disease the subject teachers and significant the competencies
Labra, Dale 77 causation subject coordinator. progress. in learning plan.
Navares, Junreil Dominic 79  Arrange schedule for
Siboa, Gian 76 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.

Delima, Vivencio 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Navares, Junreil Dominic 79 1. critically analyzes the conference arrange with making reached mastery of
impact of community and the subject teachers and significant the competencies
environmental issues and subject coordinator. progress. in learning plan.
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.