ST. ELIJAH CHRISTIAN INSTITUTE OF TECHNOLOGY FOUNDATION, INC.
OCANA, CARCAR CITY, CEBU
Grade Level: Grade 9
Subject: MUSIC
Name of Students Grad
Tablino, Ahorn Owe
Sembrino, Sylvester
Ramos, Joel
Juanito, Joseph Marey
Jarina, Vince Jansyn
Yamyamin, Carla Devine
Zuasola, Philip Louise
Tagonon, James Christopher
Tercero, Mark Kenneth
Juanito, John Vincent
Gemuta, Chael John
Apao, John Lloyd
Gador, Carl Philip
Intervention/Activities Given to Students with Learning Difficulties
School Year 2019 - 2020
Quarter Competency Skills Intervention Learners Status Remarks
e
Insignificant Significant
Progress Progress
75 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
77 conference arrange with making reached mastery of
75 1. explains the the subject teachers and significant the competencies
75 performance practice subject coordinator. progress. in learning plan.
75 (setting, composition, role  Arrange schedule for
78 of composers/performers, remedial classes.
75 and audience) during Students are given an
78 Medieval, Renaissance activity sheet/actual
75 and Baroque periods; practical test that aids
75 learning supports to
78 2. sings Medieval chant, learners to achieve
75 troubadour song, mastery of the
75 madrigal, chorale and competencies.
selections from oratorio Assign Peer-Tutoring
with correct pitch, during vacant hours.
rhythm, expression and Regularly communicate
style; with the parent/guardian
for monitoring and
3. improvises appropriate providing additional
accompaniment to given guidance.
Medieval and Renaissance Extending time of
songs; completion of task.
Adjust the level of
 4. play simple melodies of
a chorale and provide
accompaniment.
Gador, Carl Philip 75 Quarter 2 Lesson 1
Apao, John Lloyd 75
Juanito, John Vincent 75 1. narrates the life and
Tercero, Mark Kenneth 75 works of classical
composers after video
Tagonon, James Philip 78
and movie showing;
Zuasola, Philip Louise 75
2. explains the
performance practice
(setting, composition, role
of composers/performers,
and audience) during
Classical period;
3. analyzes sonata allegro
form;
4. sings themes or
melodic fragments of
given Classical period
pieces;
5. improvises appropriate
accompaniment to given
short and simple Classical
pieces.
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.
Tablino, Ahorn Owe 76 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Sembrino, Sylvester 77 conference arrange with making reached mastery of
Juanito, Joseph Marey 75 1. narrates the life and the subject teachers and significant the competencies
Jarina, Vince Jansyn 76 works of romantic subject coordinator. progress. in learning plan.
Yamyamin, Carla Devine 76 composers after video  Arrange schedule for
Zuasola, Philip Louise 75 and movie showing; remedial classes.
Tagonon, James Christopher 75 Students are given an
Tercero, Mark Kenneth 75 2. relates Romantic period activity sheet/actual
Juanito, John Vincent 75 music to its historical and practical test that aids
Gemuta, Chael John 76 cultural background; learning supports to
Cuenco, Dylan Michael 75 learners to achieve
Apao, John Lloyd 76 3. sings themes or mastery of the
Gador, Carl Philip 76 melodic fragments of competencies.
given Romantic period Assign Peer-Tutoring
pieces; during vacant hours.
Regularly communicate
4. improvises appropriate with the parent/guardian
accompaniment to given for monitoring and
short and simple providing additional
Romantic period pieces. 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.
Tablino, Ahorn Owe 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Juanito, Joseph Marey 75 conference arrange with making reached mastery of
Jarina, Vince Jansyn 75 1. narrates the plot, the subject teachers and significant the competencies
Gador, Carl Philip musical and theatrical subject coordinator. progress. in learning plan.
65 elements of an opera  Arrange schedule for
after video and movie remedial classes.
showing; Students are given an
activity sheet/actual
2. sings themes or practical test that aids
melodic fragments of learning supports to
given selected songs; learners to achieve
mastery of the
3. explores other arts and competencies.
media that portray Assign Peer-Tutoring
Romantic period during vacant hours.
elements; Regularly communicate
with the parent/guardian
4. creates / improvises for monitoring and
appropriate sounds, providing additional
music, gestures, guidance.
movements, and Extending time of
costumes for a chosen completion of task.
opera 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 9
Subject: ARTS
Name of Students Grad
Ybanez, JV
Tablino, Ahorn Owe
Sembrino, Sylvester
Ramos, Joel
Juanito, Joseph Marey
Jarina, Vince Jansyn
Tagonon, James Christopher
Tercero, Mark Kenneth
Juanito, John Vincent
Apao, John Lloyd
Gador, Carl Philip
Quarter Competency Skills Intervention Learners Status Remarks
e
Insignificant Significant
Progress Progress
77 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
75 conference arrange with making reached mastery of
75 1. analyze art elements the subject teachers and significant the competencies
76 and principles in the subject coordinator. progress. in learning plan.
75 production of work  Arrange schedule for
77 following the style of a remedial classes.
78 western and classical art Students are given an
77 activity sheet/actual
75 2. reflect on and derives practical test that aids
75 the mood, idea, or learning supports to
75 message from selected learners to achieve
artworks mastery of the
competencies.
3. use artworks to derive Assign Peer-Tutoring
the traditions/history of during vacant hours.
an art period Regularly communicate
with the parent/guardian
4. reflect on and derives for monitoring and
the mood, idea, or providing additional
message from selected guidance.
artworks Extending time of
completion of task.
5. create artworks guided Adjust the level of
by techniques and styles difficulty of learning
of Western Classical art content/task if needed.
traditions Reassessment after the
intervention should be
Lesson 2 done with appropriate
and measurable data that
1. apply different media would serve basis for the
techniques and processes effectiveness of the
 to communicate ideas,
experiences, and stories
showing the
characteristics of Western
Classical art traditions
2. evaluate works of art in
terms of artistic concepts
and ideas using criteria
from the Western
Classical art traditions
3. show the influences of
the Western Classical art
traditions to Philippine art
form
Tablino, Ahorn Owe 75 Quarter 2 Lesson 1
Juanito, Joseph Marey 75
Tagonon, James Christopher 78 1. analyze art elements
Tercero, Mark Kenneth 75 and principles in the
Juanito, John Vincent 76 production of work
Apao, John Lloyd 75 following a specific art
Gador, Carl Philip 75 style
2. reflect on and derive
the mood, idea or
message from selected
artworks
3. use artworks to derive
the traditions/history of
an art period
4. create artworks guided
by techniques and styles
of the Renaissance and
the Baroque periods
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.
 5. apply different media
techniques and processes
to communicate ideas,
experiences, and stories
showing the
characteristics of the
Renaissance and the
Baroque periods
(e.g.,Fresco, Sfumato,
etc.)
Tablino, Ahorn Owe 76 Quarter 3 Lesson 1
Sembrino, Sylvester 75
Juanito, Joseph Marey 75 1. analyze art elements
Jarina, Vince Jansyn 76 and principles in the
Tagonon, James Christopher 76 production of work
Tercero, Mark Kenneth 78 following a specific art
Juanito, John Vincent 75 style from the Neoclassic
Apao, John Lloyd 75 and Romantic periods
Gador, Carl Philip 77
2. reflect on and derive
the mood, idea, or
message from selected
artworks
3. determine the use or
function of artworks by
evaluating their utilization
and combination of art
elements and principles
4. use artworks to derive
the traditions/history of
the Neoclassic and
Romantic periods
5. create artworks guided
by techniques and styles
of the Neoclassic and
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
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
 Romantic periods (e.g., that would serve basis
linear style and painterly for the effectiveness of
style) the intervention.
Tablino, Ahorn Owe 75 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Sembrino, Sylvester 76 conference arrange with making reached mastery of
Juanito, Joseph Marey 75 1. identify selected the subject teachers and significant the competencies
Jarina, Vince Jansyn 75 theatrical forms from subject coordinator. progress. in learning plan.
Tagonon, James Christopher 78 different art periods  Arrange schedule for
Tercero, Mark Kenneth 78 remedial classes.
Juanito, John Vincent 76 2. research on the history Students are given an
Apao, John Lloyd 75 of the theatrical forms activity sheet/actual
Gador, Carl Philip 75 and their evolution practical test that aids
learning supports to
3. design the visual learners to achieve
elements and mastery of the
components of the competencies.
selected Western classical Assign Peer-Tutoring
theater play and opera during vacant hours.
through costumes, props, Regularly communicate
etc. with the parent/guardian
for monitoring and
4. analyze the uniqueness providing additional
of each group’s guidance.
performance of its Extending time of
selected Western classical completion of task.
theater play and opera Adjust the level of
difficulty of learning
5. choreograph the content/task if needed.
movements and gestures Reassessment after the
needed in the effective intervention should be
delivery of a selected done with appropriate
piece from Western and measurable data
Classical plays and opera that would serve basis
for the effectiveness of
6. perform in a group the intervention.
showcase of the selected
piece from Western
Classical plays and operas
Grade Level: Grade 9
Subject: PHYSICAL EDUCATION

Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Ybanez, JV 77 Quarter 1 Lesson 1
Tablino, Ahorn Owe 75
Sembrino, Sylvester 76 1. assesses eating habits
Ramos, Joel 75 based on the Philippine
Juanito, Joseph Marey 75 Food Pyramid/My Food
Jarina, Vince Jansyn 77 Plate
Tagonon, James 76
Christopher 78 2. determines risk
Tercero, Mark Kenneth 79 factors(obesity, physical
Juanito, John Vincent 75 inactivity, poor nutrition,
Apao, John Lloyd 76 smoking) for major non
Gador, Carl Philip 76 communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
3. distinguishes facts from
myths and misinformation
associated with eating
habits
4. performs appropriate
first aid for injuries and
emergency situations in
physical activity and
sports settings (e.g.
cramps,sprain, heat
exhaustion)
5. recognizes the needs of
others in real life and in
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
 meaningful ways intervention.
Tablino, Ahorn Owe 75 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Sembrino, Sylvester 79 conference arrange with making reached mastery of
Juanito, Joseph Marey 75 1. undertakes physical the subject teachers and significant the competencies
Jarina, Vince Jansyn 78 activity and physical subject coordinator. progress. in learning plan.
Tagonon, James 76 fitness assessments  Arrange schedule for
Christopher 75 remedial classes.
Tercero, Mark Kenneth 78 2. determines risk factors Students are given an
Juanito, John Vincent 79 related to lifestyle activity sheet/actual
Apao, John Lloyd 78 diseases (obesity, practical test that aids
Gador, Carl Philip 77 diabetes, heart disease) learning supports to
learners to achieve
3. executes the skills mastery of the
involved in the dance competencies.
Assign Peer-Tutoring
4. performs appropriate during vacant hours.
first aid for injuries and Regularly communicate
emergency situations in with the parent/guardian
physical activity and for monitoring and
dance settings providing additional
(cramps,sprain, heat guidance.
exhaustion) Extending time of
completion of task.
5. nvolves oneself in Adjust the level of
community service difficulty of learning
through dance activities in content/task if needed.
the community Reassessment after the
intervention should be
done with appropriate
and measurable data that
would serve basis for the
effectiveness of the
intervention.
Tablino, Ahorn Owe 75 Quarter 3 Lesson 1  Parents are called for a Learner is Learner have
Sembrino, Sylvester 75 1. undertakes physical conference arrange with making reached mastery of
Juanito, Joseph Marey 75 activity and physical the subject teachers and significant the competencies
Jarina, Vince Jansyn fitness assessments subject coordinator. progress. in learning plan.
Tagonon, James 75  Arrange schedule for
77 2. distinguishes facts from remedial classes.
Christopher 76 myths and misinformation Students are given an
Tercero, Mark Kenneth 77 associated with eating activity sheet/actual
Juanito, John Vincent 75 habits practical test that aids
Apao, John Lloyd 75 learning supports to
Gador, Carl Philip 77 3. executes the skills learners to achieve
involved in the dance mastery of the
competencies.
4. performs appropriate Assign Peer-Tutoring
first aid for injuries and during vacant hours.
emergency situations in Regularly communicate
physical activity and with the parent/guardian
dance settings for monitoring and
(cramps,sprain, heat providing additional
exhaustion) guidance.
Extending time of
5. recognizes the needs of completion of task.
others in real life and in Adjust the level of
meaningful ways 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.
Sembrino, Sylvester 77 Quarter 4 Lesson 1  Parents are called for a Learner is Learner have
Jarina, Vince Jansyn 79 conference arrange with making reached mastery of
Tagonon, James 78 1. discusses the nature the subject teachers and significant the competencies
Christopher 79 and background of indoor subject coordinator. progress. in learning plan.
Tercero, Mark Kenneth 75 and outdoor recreational  Arrange schedule for
Juanito, John Vincent 75 activities remedial classes.
Apao, John Lloyd 76 Students are given an
Gador, Carl Philip 75 2. participates in active activity sheet/actual
recreation practical test that aids
learning supports to
3. practices learners to achieve
environmental ethics (e.g mastery of the
competencies.
 Leave No Trace) during Assign Peer-Tutoring
participation in during vacant hours.
recreational activities of Regularly communicate
the community with the parent/guardian
for monitoring and
4. advocates community providing additional
efforts to increase guidance.
participation in physical Extending time of
activities and improve completion of task.
nutrition practices 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 9

Subject: HEALTH
 Name of Students Grade Quarter Competency Skills Intervention Learners Status Remarks

Insignificant Significant
Progress Progress
Ybanez, JV 75 Quarter 1 Lesson 1  Parents are called for a Learner is Learner have
Tablino, Ahorn Owe 75 conference arrange with making reached mastery of
Sembrino, Sylvester 75 1. demonstrates proper the subject teachers and significant the competencies
Juanito, Joseph Marey 75 first aid procedures for subject coordinator. progress. in learning plan.
Jarina, Vince Jansyn 75 common unintentional  Arrange schedule for
Tagonon, James 75 injuries remedial classes.
Christopher 78 Students are given an
Tercero, Mark Kenneth 76 2. demonstrates activity sheet/actual
Juanito, John Vincent 77 appropriate bandaging practical test that aids
Apao, John Lloyd 74 techniques for learning supports to
Gador, Carl Philip 77 unintentional injuries learners to achieve
mastery of the
3. demonstrates proper competencies.
techniques in carrying and Assign Peer-Tutoring
transporting the victim of during vacant hours.
unintentional injuries 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.
Tablino, Ahorn Owe 77 Quarter 2 Lesson 1  Parents are called for a Learner is Learner have
Juanito, Joseph Marey 76 conference arrange with making reached mastery of
Jarina, Vince Jansyn 79 1. describes the drug
Tercero, Mark Kenneth 78 scenario in the Philippines
Juanito, John Vincent 75
Apao, John Lloyd 75 2. identifies the factors
Gador, Carl Philip 78 that influence substance
use and abuse
3. evaluates media
influence on substance
use and abuse
4. discusses the harmful
effects of the misuse and
abuse of substances on
the individual, family,
school, and community
5. discusses strategies in
the prevention and
control of substance
abuse
Juanito, Joseph Marey 75 Quarter 3 Lesson 1
Christopher 77
Tercero, Mark Kenneth 76 1. discusses common in
Juanito, John Vincent 76 consumer health
Gador, Carl Philip 78 problems and issues
related to health
information
2. applies consumer rights
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
remedial classes.
Students are given an
activity sheet/actual
practical test that aids
 and responsibilities in
utilizing health
information
3. demonstrates critical
thinking skills in
evaluating the reliability
of health information
4. assesses the reliability
of health information
using the criteria
formulated
Jarina, Vince Jansyn 75 Quarter 4 Lesson 1
Tagonon, James 76
Christopher 77 1. practices ways of
Tercero, Mark Kenneth 76 critically evaluating health
Juanito, John Vincent 76 products
Apao, John Lloyd 74
Gador, Carl Philip 75 2. distinguishes branding
from trademark explains
the concept and functions
of trademark
3. discusses the various
policies, laws and
programs for consumer
protection
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
 with the parent/guardian
4. identifies national and for monitoring and
international government providing additional
and private organizations guidance.
that implement programs Extending time of
for consumer protection completion of task.
Adjust the level of
5. explains the nature and difficulty of learning
dangers of quackery 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.