2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE*

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for
alignment across columns and review other indicators given for the rubric of this plan.
SUBJECT: GRADE: QUARTER: Grade 9 Chemistry 2nd Quarter
TOPIC: TEACHER(S):
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Interventio Plan For Timeline
Standard Standard Curricul Alone or Expectations Expectations Focus n or Curricular for
and LCs and LCs ar Layered & Skill & Skill Remediatio Materials Teaching
Material In Breakdown Breakdown n
s *Standards/ *Standards/ Strategies
LCs that are LCs that are and Action
stand alone merged
(as stated in (as stated in
column 1) column 4)

What What is How is Will the What is the What is the What What How will What
previous the the missed mastery mastery rubric interventi existing month,
standard standard missed or expectation expectation indicat on or curricular unit/
and LCs and standard partiall ? Skills ? Skills ors remediati materials module ,
were learning or y required to required to closely on be and/or
missed compet partially covere master the master the align? strategies transferre lessons
or enc ies covered d missed or missed or What will , d, will the
partiall at the standard standa partially partially be the action, updated, missing
y current and LCs rd covered covered focus resources or added or
covered? grade address and standard standard indicat and tools to partially
level ed in LCs and LCs and LCs ors will be accompli covered
that existing stand that will merged during used to sh the standard
build curricul alone in be taught with the assessm achieve interventi and LCs
on the ar teachi separately? current ent ? mastery on or be
missed material ng, or State grade level and the remediati covered?
standard s? can it correspondi standard rubric on action What is
be ng learning and LCs? indicator and the time
and LCs? layered targets. State s? (e.g. integrate period
in with corresponding mini the for doing
current lesson, missed or the
grade intervention partially actions
level and

standard learning s, RTI, covered checking

and targets. core, standard on results
LCs? flex-day, and LCs? of
If after What assessm
merged, school) resources ent ?
state the What are are needed
merged the to check
LC. explicit on
and students’
systemati progress
c to
procedur mastery?
es and How can
how is technology
scaffoldi be used to
ng and follow-up
differentiati
on or
on done?
enhance
student
mastery?
*adapted from National Institute for Excellence in Teaching (NIET)

Example:
TOPIC: Elements and Compounds
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Interventio Plan For Timeline
Standard Standard Curricul Alone or Expectations Expectations Focus n or Curricular for
and LCs and LCs ar Layered & Skill & Skill Remediation Materials Teaching
Material In
s

Breakdown Breakdown Strategies

*Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)
 What What is How is Will the What is the What is the What What How will What
previous the the missed mastery mastery rubric interventi existing month,
standard standard missed or expectation expectation indicat on or curricular unit/
and LCs and standard partiall ? Skills ? Skills ors remediati materials module ,
were learning or y required to required to closely on be and/or
missed compet partially covere master the master the align? strategies transferre lessons
or encies covered d missed or missed or What will , d, will the
partiall at the standard standa partially partially be the action, updated, missing
y current and LCs rd covered covered focus resources or added or
covered? grade address and standard standard indicat and tools to partially
level ed in LCs and LCs and LCs ors will be accompli covered
that existing stand that will merged during used to sh the standard
build curricul alone in be taught with the assessm achieve interventi and LCs
on the ar teachi separately? current ent ? mastery on or be
missed material ng, or State grade level and the remediati covered?
standard s? can it correspondi standard rubric on action What is
and LCs? be ng learning and LCs? indicator and the time
layered targets. State s? (e.g. integrate period
in with correspondi mini the for doing
current ng learning lesson, missed or the
grade targets. interventi partially actions
level on s, RTI, covered and
standard core, standard checking
and flex-day, and LCs? on results
LCs? after What of
If school) resources assessm
merged, What are are needed ent ?
state the the to check
merged explicit on
LC. and students’
systematic progress
procedur to
es and mastery?
how is How can
scaffoldi technology
ng and be used to
differentiati
follow-up
on done? on or
enhance

student
mastery?
Previous Current The The missed The NA See The
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 how to
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t is based iated
on rubric formativ
scores for e
group, assessm
pairs, and ents on
individual classifyi
exercises. ng
element
s and
compou
nds.

Rubric for Scoring Criteria:

Performance 1 2 3 4
Indicators Emerging Developing Proficient Distinguished
1) describe I can clearly and
elements and I can present a I can present a I can accurately concisely define
compounds definition for both definition for both define both elements both elements and
elements and elements and and compounds and compounds with
compounds. compounds, although provide correct accuracy and
attempts to provide a descriptions of their provide
 comprehensive and
detailed description of characteristics. detailed description
their characteristics of their
may pose a challenge characteristics.
for me.

2) recognize that I can classify any I can classify simple I can accurately I can accurately
substances are substances as substances as either classify substances classify a wide
classified into elements or elements or as elements or range of substances
elements and compounds with compounds, but I compounds. as elements or
compounds. difficulty. may encounter compounds, using
difficulty with more their molecular or
complex atomic formula or
substances. other relevant
information
including exceptions
or borderline cases
to the strict
definition of
elements and
compounds.

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND

DIFFERENTIATION:
MEETING1
ACTIVITY 1 (LC1 - define elements and compounds): MODELING: Multiple Representation and Process
Differentiation
1) Introduce the Frayer Model to the class and explain its purpose clearly.
2) Display the prepared Frayer Model template prominently to the class.
3) Choose the vocabulary term "substances" as the model for the Frayer Model.
4) Write the term "substances" in the center of the organizer to demonstrate the Frayer Model to the class.
5) Show the students a relevant section of the textbook that discusses substances and highlight the part that presents the
definition of the word "substances."
6) Model filling in the Frayer Model's “Definition of the word” section with the definition derived from the textbook.
7) Proceed to the “Examples” section of the Frayer Model.
8) Show the students a video about substances that is relevant to the definition discussed.
9) Fill the "Examples" section with relevant examples extracted from the video shown, and draw corresponding illustrations of the
examples in the "Drawings" box.
10)Summarize in your own words the definition of the word "substances" and write it down in the box “Describe in your own
words.”
11)Ask the students for clarifications and feedback on the use of the Frayer Model to better describe a concept.
ACTIVITY 2 (LC1 - define elements and compounds ): GUIDED PRACTICE: Multiple
Representation and Process Differentiation

1. Review with the students the Frayer Model process and explain how it helps describe the concept of substances in detail.
Make sure that the students understand the Frayer Model before moving on.
2. Divide the class into eight groups, making sure that each group has enough students to work together effectively.
3. Assign two groups to each of the four sources: textbook page/s, website, infographics, video, to read about elements.
4. Guide each group to locate the definition of the word "elements" from the assigned source, and use it to fill-in their template
of the Frayer Model. Encourage students to work collaboratively within their group, either as a sub-group or by pair, to
complete the rest of the tasks.
5. Provide support and feedback to students as needed during the process of completing their Frayer Models. This can include
checking in with groups to ensure they are on track, answering questions, and providing clarification as needed.
6. After the completion of the Frayer Model, encourage students to share their ideas and examples with the class. This will
provide an opportunity for students to learn from each other on the process, and to deepen their understanding of the concept
of elements.
ACTIVITY 3 (LC1 - define elements and compounds): INDEPENDENT PRACTICE –
Multiple Representation and Process Differentiation

1. Give each student a new Frayer Model worksheet and a new term "compounds."
2. Instruct students to complete their own Frayer Model for the term "compounds" independently, allowing them to choose the
information source(s) (textbook, webpage, infographics, or video) that works best for them.
3. Move around the classroom, reviewing and assessing students' Frayer Models to check for understanding and provide feedback
as necessary.
MEETING 2
ACTIVITY 4 (LC2 - recognize that substances are classified into elements and compounds ): MODELING: Multiple
Representation and Environment Differentiation

ONLINE
1. Record a video of oneself or another teacher modeling the process. Think aloud while explaining how to classify substances as
elements or compounds.
2. Start with chemical formulas and then on the drawings of chemical elements and compounds.
3. Cover the steps involved in determining whether a substance is an element or a compound in the video, including explanations.
4. Upload ONLINE the video as part of a Flipped Learning Design.
5. Assign an exercise set to the students for reinforcement of the concepts covered in the video.
6. Offer the exercise set in different forms, such as a worksheet, an online quiz, and a playposit video for students to choose
 from.
7. Instruct students to complete the exercise set on their own time and submit their answers online.
8. Review the submitted assignments and provide feedback to each student as needed.

MEETING 3

ACTIVITY 5 (LC2 - recognize that substances are classified into elements and compounds ):

GUIDED PRACTICE: Multiple Representation and Environment Differentiation

BLENDED
1. Divide the classroom into three learning stations for the topic elements and compounds.
2. Assign students to their respective stations based on their performance in the Flipped Learning Design assignment.
3. Station 1: Instruct students to visit a website link and complete the exercises independently on classifying elements and
compounds..
4. Station 2: Instruct students to work in pairs on a given worksheet for collaborative answering. Let them work with illustrations
then on models of substances.
5. Station 3: Instruct students to gather around the teacher's desk in front of the board for small group instruction. Utilize the
projector to show slides on the board and stick and balls modelts to clarify misconceptions for students in Station 3. Provide
students in Station 3 with personalized instruction to help them overcome their previous misconceptions.
6. Encourage students to go back to the online video explanation as needed.
7. Instruct students from the different stations to report their answers.
8. Inform the students that they will be asked to solve formative assessment exercises during the next meeting.

ACTIVITY 6 (LC2 - recognize that substances are classified into elements and compounds ):

INDEPENDENT PRACTICE – Multiple Representation and Environment Differentiation

F2F
1. Give the formative assessment to each student to complete individually. Students may choose either an online quiz or a
worksheet on classifying given substances as either element or compound.
2. Ask each student to check their own work or their scores with the use of the answer key (for the worksheet) or the results of
the online quiz.
3. If the answer is incorrect, ask the student who gave the answer to provide the correct answer and reason for it.
4. Encourage the rest of the class to ask questions or provide additional explanations if necessary.
5. Provide feedback to the class as a whole and use the results of the formative assessment to guide future instruction.