Plmun Final Output

PamantasanngLungsodngMuntinlupa
College of Teacher Education
INTERVENTON PROGRAM FOR DEVELOPING THE INTERPERSONAL SKILLS OF

INTELLECTUALLY GIFTED AND INTELLETUALLY-AVERAGED PUPILS
(Based on the results of Survey Questions)
FOR INTELLECTUALLY GIFTED PUPILS
SESSION 1
TARGETED SKILL / OBJECTIVES SQ ITEMS with LOW RANK TIME FRAME INTERVENTIONS
(June-October)
Listening Skills
Pupils will be able to respond 1. Pre-listening
to musical sounds that have 1. I try to have the last word on a Pupils brainstorm kinds of
Once or twice weekly for
loud, moderate and soft subject. 30 minutes each songs.
session. Pupils describe one of
intensity.
5. When I have something to their favourite songs and
Pupils will be aware that
contribute to a conversation, Ill what they like about it.
sound exists and responds to
interrupt the speaker to make my Pupils predict some word
sound stimuli.
point. or expressions that might
Pupils will be able to derive
meaning from what is heard. 6. I am thinking of something witty be in a love song.
The pupils will be able to to say in response while listening. Pairs get a set of the song
identify what musical 9. I interrupt the speaker if I lyrics cut up into lines.
instrument use. disagree with a statement they While playing classical or
The pupils will be able to put have made. popular music, assign
the lyrics on the right order. each pupil to listen to a
10. I finish peoples sentences for
particular instrument.
them, when they pause, and I
Repeat the music,
know what they are going to say.
stopping after every 5
seconds.
Then, ask each pupil to
mimic the sound of his/her
instrument, individually,
then altogether as an
orchestra band.
2. Post-listening
Focus on content
Discuss what they liked /

didn't like about the song
Decide whether they
would buy it / who they
would buy it for.
Focus on form
Students look at the lyrics

from the song and put the
lyrics in the right order.
Students find new words
in the song and find out
what they mean
SESSION 1
RESOURCES/ MATERIALS
Lyrics of the classical or popular songs

Different musical instruments (guitar, piano, xylophone, flute, drums etc)
Recording tapes
ADAPTATIONS
Order the Lyrics and Sounds of Musical Instruments
This activity is a variation on the above, giving students practice in noticing the subtle differences between lyrics and
sounds in music.
As they listen to the chosen song, they have to put the lyrics in the right order on the table.
Listen to different sounds of musical instruments.
Repeat the song if necessary. You can always have a sing-along after the activity is completed!
EVALUATION
From that activity, the pupils not only learn from listening to the song but also learn new words from the lyrics .It
can also enhance their comprehension or understanding from the message of song lyrics.
FOR INTELLECTUALLY GIFTED PUPILS
SESSION 2
(June-October)
Once or twice weekly

The student will be able to 1. I try to have the last word on a 1. Dictate stories about
for 30 minutes each
listen with increasing subject. classroom experiences.
session.
attention. Increase duration of group
5. When I have something to
story time as listening skills
contribute to a conversation, Ill
develop.
interrupt the speaker to make my
2. Provide a listening center
point.
with stories on tape. Give all
6. I am thinking of something witty students an opportunity to
to say in response while listening. listen to stories daily
9. I interrupt the speaker if I

disagree with a statement they
have made.

them, when they pause, and I
know what they are going to say.
SESSION 2
Big books
Recording Tape with stories
Various childrens books
Flannel board stories
Pictures to sequence
ADAPTATIONS
Large picture books with two or more objects on each page (i.e., picture of the characters)
Simple voice output devices programmed with repeated lines from stories
EVALUATION
As the teacher providequestionsregardingfrom what thepupils heard. The pupils learned from the stories using the
recording tapes and books.
FOR INTELLECTUALY GIFTED PUPILS
SESSION 3
(June-October)
The student will be able 1. I try to have the last word on a Once or twice weeklyfor 1. Teacher and pupils will
listen to simple stories subject. 30 minutes each session. engage in reading big
andrequest familiar stories. books, poems, charts, and
storybooks on tapes.
2. Pupils can request stories
by name or main
point.
character. For students
6. I am thinking of something witty who are non-verbal,
to say in response while listening. teacher can produce a
9. I interrupt the speaker if I picture of a story
disagree with a statement they character from a specific
have made. book (i.e., Arthur or

Clifford) or reproduce
book jacket or title page,
them, when
as needed. Maintain a
they pause, and I know what they file for students to make
are going to say. selections.
SESSION 3
Big books
Storybooks
Storybooks on tape
Symbols/pictures to represent book titles
ADAPTATIONS
Plastic/plush character to represent bookcharacter.

Program multi-location voice outputdevices with titles of familiar books.
EVALUATION
The activities provide engage in reading which using some stories book, and a pictures that show the different
characters from the story. For that the student will learn what specific role of the characters.
SESSION 4
(June-October)
The student will be able to 1. I try to have the last word on a Once or twice weekly for 1. Seat students in a circle.
listen with increasing subject. 30 minutes each session. Whisper something to
attention. student on the left. That
student then whispers
something to the
Student on his/her left,
point.
and so on. The
6. I am thinking of something witty whispering continues,
to say in response while listening. student to student, in
9. I interrupt the speaker if I clockwise order until it

disagree with a statement they reaches the last student,
have made. who says out loud what

he/she has heard.
2. Prior to a story being
them, when they pause, and I know
read aloud, teacher
what they are going to say.
assigns a word for each
child to listen for, or a
sound for them to
identify. When the word
is heard, the student
indicates hearing the
word in some manner
(such as rising his/her
hand, making a sound,
saying Thats my word,
etc.).
SESSION 4
RESOURCES/MATERIALS
Phonemic Awareness in Young Children
ADAPTATIONS
Activity #1: Program the message into a single message voice output device. Attach earphones to the device for the
second student in the circle to wear. The student using the voice output device should be the first one to speak the
message to the second student in the circle.
Activity #2: Allow students to use a buzzer to indicate when a key word is read.
Note: This game is difficult for a variety ofreasons. The youngest students may need preliminary practice in passing to the
left. This can be done by asking students to tap each other in turn or to pass an object from one to the next. To make the
game easier, put students in small groups of five or less. Begin with single words, then phrases, and then full sentences
as students develop skills. Since auditory information is not always processed immediately. Providing visualinformation
through pointing to specific relationships in the pictures, signs, drawings, may be needed to encourage attention.
EVALUATION
The activity they played helps to more enhance their listening and focus on what they classmate whispering to
them. Its different that you listen what they say but you dont know what it is. Listening without understanding,
thats why we should increase also their attention.
SESSION 5
(June-October)
Pupils will be able to know 1. I try to have the last word on a Once or twice weekly for 1. Tell the group that each
why we need to listen to subject. 30 minutes each session odd number will be a
other people. speaker and each even
number a listener. (Change
the pairs if you think the
two people know each
point.
other too well).
6. I am thinking of something witty to 2. For 5 minutes the speakers
say in response while listening. will talk about themselves
9. I interrupt the speaker if I (favourites, hobbies, and
disagree with a statement they have interests, family, etc... For
made. 5 minutes the listener

listens.
3. Change roles and reverse
the positions for 5 minutes.
4. Bring the group back
together and ask the
people who have just been
listeners and introduce the
speakers.
5. Then ask the speakers
what they have learned
from this activity.
6. To help the discussion ask
the following questions;
- How well did your partner
understand you?
- If they made any
mistakes what was the
reason?
SESSION 5
RESOURCES/MATERIALS
Cards number 1, 2,3,4,5 and etcenough to give one to each member of the group.
Pen and paper
ADAPTATIONS
Mix the cards up and hand them out to each person.

Note down all the important details that listener heard from the speakers
.
EVALUATION
In this activity, the students will learn from each other form they habits, favourites or personal thing
that more realize the both same and different on each other.
SESSION 6
(June-October)
Pupils will be able to develop 1. I try to have the last word on a Once or twice weekly for 1. Put students in pairs or
their active listening skills. subject. 30 minutes each session groups of three, assigning
one (or two) as runner and
one as writer. Sit the
writers at tables at one
end of the room.
point.
2. Stick pre-printed
6. I am thinking of something witty to messages at the other
say in response while listening. side of the room, one for
9. I interrupt the speaker if I each group or pair. These
disagree with a statement they have messages can be the
made. same or different, easy or

difficult, long or short,
depending on the level
and goals of the class.
3. When you shout the word
go, the runner runs to
the message, reading and
remembering what they
can. This can be as much
as a few sentences or as
little as one word. The aim
is to be able to relay it
accurately to the writer.
4. The runner goes back to
the writer to relay the part
of the message that they
memorized. The writer
(you guessed it!) writes it
down.
5. Repeat until the message
is complete. Teams score
points for speed but more
importantly for accuracy of
spelling and punctuation.
SESSION 6
RESOURCES/MATERIALS
Pen and Paper
ADAPTATIONS
Relay the message
This classic game, otherwise known as running dictation, is a great active ice breaker, as well as a natural way to
introduce a topic.
EVALUATION
In this activity, the students will enhance their remembering the words and cooperating to their
team. From that the student should be memorized it and deliver it well to have a good result at the
end.
SESSION 7
(June-October)
Pupils will be able to listen well 1. I try to have the last word on a Once or twice weekly for 1. Pairs of students sit back-
as an interviewee. subject. 30 minutes each session to-back, one as the
Pupils will be able to list down interviewer with a list of
all the important details based questions.
on the famous questions given 2. The interviewee is given a
by the interviewer. famous person to role play,
point.
with a list of answers. (This
6. I am thinking of something witty to can also be done as an
say in response while listening. exercise to learn more
9. I interrupt the speaker if I disagree about each other
with a statement they have made. personally. For example, at

the beginning of a course
when students dont know
each other well).
3. The interviewer asks the
questions, writing down the
answers as they go along.
SESSION 7
RESOURCES/MATERIALS
Pen and Paper
ADAPTATIONS
Back-to-back interview
What better way to improve listening skills than to listen to each other? This is a great activity for practicing listening
without relying on lip reading or actions. It also incorporates speaking practice, thus killing two birds with one stone.
You can use this activity to introduce famous people you want to talk about during your lesson
.
EVALUATION
As interviewer you should be careful when analyzing what the interviewee said in every information.
From that,good listening skills of the interviewer and interviewee are enhanced and developed.
SESSION 8
(June-October)
Pupils will be able to listen well 1. I try to have the last word on a Once or twice weekly for 1. Provide students with a
in receiving step by step subject. 30 minutes each session street map, either a real
instructions. one or something tailored
to the activity and their
level. You can even go
crazy and create a big one
point.
for the classroom floor!
6. I am thinking of something witty to 2. Split the students into
say in response while listening. teams, and have one
9. I interrupt the speaker if I disagree person go at a time.
with a statement they have made. 3. Read instructions for the

student to follow, such as
go straight two blocks.
4. To win a point, the student
must successfully
navigate the map until
they find the right store,
SESSION 8
RESOURCES/MATERIALS
Street Maps
ADAPTATIONS
Follow the directions

This activity provides excellent practice which will prepare students to ask for directions in a foreign country. It
allows students to gain audio rather than visual practice with receiving directions, giving them the ability to
understand step by step instructions.
EVALUATION
The instructions should be careful on what they said it should be clear and understandable and the
students should listen from the steps by steps instruction so that they successfully navigate the nap.
SESSION 9
TARGETED SKILL / OBJECTIVES SQ ITEMS WITH LOW RANK TIME FRAME INTERVENTIONS
(JUNE-OCTOBER)
Pupils will be able to listen for a

specific answer to a question in 1. I try to have the last word on a Once or twice weekly for 1. Sit the students in a circle
an audio dialogue. subject. 30 minutes each session. and split them into three or
four teams.
2. Give each individual a
piece of paper thats their
team color. Have them
point.
scrunch the paper into a
6. I am thinking of something witty to ball.
say in response while listening. 3. Place three baskets in the
9. I interrupt the speaker if I disagree middle of the circle, each
with a statement they have made. with a possible answer

written on it.
4. Ask a question relating to
the listening exercise this
should preferably be
something that appears
near the end of the
dialogue. For example,
Whose birthday is it?
5. Students listen to the
dialogue and throw their
paper ball when they know
the answer. Count the
colors in the correct
basket to determine the
winner.
SESSION 9
RESOURCES/MATERIALS
Audio CD
ADAPTATIONS
Listen and throw
Of course, theres no reason why you shouldnt go back to your trusty textbook audio CD. Go ahead, and spice up
the accompanying activities to make this CD even more valuable as a learning tool. In this exercise, students are
listening for a specific answer to a question in an audio dialogue.
EVALUATION
The student should be aware in this activity, listen well from the dialogue what they heard for them
to answer the question given by.
SESSION 10
(June-October)
Pupils will be able tolisten well
and write down the important
1. I try to have the last word on a Once or twice weekly for 1. Have students listen to
details of the given activity.
subject. 30 minutes each session. recordings of weather reports,
movie announcements, airline
flight information, sports
broadcasts, advertising, and
news. Teach key words
point.
before listening. Have
6. I am thinking of something witty to students write a report after
say in response while listening. listening.
9. I interrupt the speaker if I disagree 2. Using toy telephones or

with a statement they have made. real cell phones have
10. I finish peoples sentences for students practice answering
them, when they pause, and I know the phone and taking a
what they are going to say. message. While they are

taking the message, have
them focus on Who? What?,
When?, Where?, How many?
SESSION 10
RESOURCES/MATERIALS
Toy Telephones/ Real Cell Phones

CD Tapes/ Tape Recordings
ADAPTATIONS
As the students listen, write down a short sentence as possible while keeping as many of the
important information.
EVALUATION
The student will practice they listening skills through listening in recordings or announcements and have
a make an interpretation on it to know if they really understand. And it can practicing on the phones to
more practice it well.
PamantasanngLungsodngMuntinlupa
College of Teacher Education
INTERVENTON PROGRAM FOR DEVELOPING THE INTERPERSONAL SKILLS OF

INTELLECTUALLY GIFTED AND INTELLETUALLY-AVERAGED PUPILS
(Based on the results of Survey Questions)
FOR INTELLECTUALLY AVERAGE PUPILS
SESSION 1
TARGETED SKILL/ OBJECTIVES SQ ITEMS with LOW RANK TIME FRAME INTERVENTIONS
(June-October)
Emotional Intelligence Today I Feel
Pupils will be able to 1. I find it difficult to make Once or twice weekly 1. Use the picture below to
establish and maintain new friends for 30 minutes each identify how you feel
mutually satisfying 2. I get irritated by other peoples session. today. Once you
relationships. habits but avoid telling them about determine your emotional
Pupils will be able to express it. feelings, you can re spond
their thoughts and feelings 3. I avoid difficult conversations and by making smart choices
and can ask for what they confrontations. as you interact with others
need .(I can defend my rights 4. Im frequently self-critical of my throughout the day.
in a constructive manner) own mistakes. 2. Recognizing your feelings
Pupils will be to 5. In a group situation I generally

able and making a conscious
withstand stressful situations know how the members feel about decision to react positively
without falling apart by each other. to your feelings is the

actively and positively coping difference between a good
with stress. day and a bad day.
3. You have the capability to
make this the best day of
your life.
SESSION 1
Cut out pictures of Different Emotions
ADAPTATIONS
How do you feel today?
EVALUATION
From this activity the teacher will know or recognize how the pupils express their feelings, interact
with others and handle their stressful situations which the teacher will give some advice.211
SESSION 2
(June-October)
Pupils will be able self-reliant 1. I find it difficult to make new Once or twice weekly for I Am
and autonomous in their friends 30 minutes each
Emotional self-awareness
thoughts and feelings. 2. I get irritated by other peoples session.
is the ability to recognize
habits but avoid telling them
ones feelings.
about it.
In the spaces below
3. I avoid difficult conversations
complete each statement
and confrontations.
based on how you feel.
4. Im frequently self-critical of my
Use the blanks to add
own mistakes.
your own feeling.
5. In a group situation I generally
know how the members feel Example:
about each other. I am most happy
when_________.
I feel embarrassed
when________.
I think negative thoughts
about myself when
____________.
SESSION 2
Worksheets
ADAPTATIONS
I Am (Use the blanks to add your own feeling words).
EVALUATION
From this activity the teacher will provide an activity to know when the pupils became happy,
embarrassed or the way to think negative about themselves which give a ideas to the teachers
how to handle those pupils react every situations.
SESSION 3
TARGETED SKILL / OBJECTIVES SQ ITEMS with LOW RANK6 TIME FRAME INTERVENTIONS
(June-October)
Pupils will be able to adjust 1. I find it difficult to make new

Once or twice weekly for Dear Responsible Friend
their feelings, thoughts and friends
30 minutes each
behaviors to changing 2. I get irritated by other peoples Write a brief letter to
session.
situations and conditions. (I habits but avoid telling them someone you really trust.
am open to different ideas about it. The letter should consist of
and ways of doing things). 3. I avoid difficult conversations a request for advice
and confrontations. concerning a real problem,
4. Im frequently self-critical of my present or past. Its ok to
own mistakes. describe someone elses
5. In a group situation I generally problem, as long as you
know how the members feel know enough about it to be
about each other. specific. Please include
enough facts and clues as
to the emotions of the
people involved to allow
someone reading the letter
to empathize with their
feelings and point of view.
Sign your letter with a
fictitious name. Wait until
instructed to pass your
letter to another person.
Once you receive a letter
and read the request you
must follow-up with a
response in writing.
SESSION 3
Short Bond Paper

Ballpen
ADAPTATIONS
When finished read aloud your letter and response to the group.
How much empathy did you feel for your correspondent in the situation described?
EVALUATION
From this activity the teacher will know how much the empathy did the pupils feel from the situation.
SESSION 4
(June-October)
Focus Group
Pupils will be able 1. I find it difficult to make new Once or twice weekly for 1. Form a focus group to
responsible, cooperative and friends 30 minutes each debate an issue to find a
contributing member of 2. I get irritated by other peoples session. solution. Share your
society.(I am socially habits but avoid telling them feelings, beliefs and
conscious and concerned about it. thoughts on one of the
about others) 3. I avoid difficult conversations following statements.
and confrontations. 2. As a group, come to an
4. Im frequently self-critical of my agreement about the best
own mistakes. way to address the topic.
5. In a group situation I generally - The only person that I
know how the members feel should really compete is
about each other. me. Why and why not?
- If I am a team member, I
should put the good of the
team before my own
desires.Why and why not?
SESSION 4
RESOURCES/MATERIALS
Paper
Pen
ADAPTATIONS
Focus Group(Sharing of thoughts, feelings and opinions to your group)
EVALUATION
From this activity the pupils will share how they put their selves in responsibilities by their own
beliefs and thoughts.
SESSION 5
(June-October)
Pupils will be able sensitive to

1. I find it difficult to make new Once or twice weekly for Fishing for Compliments
what, how and why people
friends 30 minutes each
feel and think the way they 1. We all need compliments
2. I get irritated by other peoples session.
do.(I care about others and once in a while. Write your
show interest and concern for name in the space
about it.
them). provided,and then pass
this paper around to
Pupils will be able to say
and confrontations.
someone in your group.
compliment to their other
2. When you receive a paper,
classmates.
own mistakes.
inthe spaces provided,
write a compliment to the
know how the members feel
person whose name is at
about each other.
the top. Continueto pass
the paper around until it is
filled with compliments
then return it to the owner.
SESSION 5
RESOURCES/MATERIALS
Worksheets
ADAPTATIONS
Fishing for Compliments
How does it feel to receive some compliments?
EVALUATION
. The pupils will know the expression of praise or admiration to them by their classmate which
gives some motivation to continue that behavior or attitude.
SESSION 6
(June-October)
Pupils will be able to identify 1. I find it difficult to make new Once or twice weekly for Overcoming Problems
the problems as well as friends 30 minutes each

Breakthrough not Breakdown
generate and implement 2. I get irritated by other peoples session.
habits but avoid telling them On each brick below write
solutions.
about it. the name of the person you
3. I avoid difficult conversations would like to help, and the
and confrontations. problem you would like to
4. Im frequently self-critical of my help them remove.
own mistakes.
about each other.
SESSION 6
RESOURCES/MATERIALS
Paper Bricks
Pen
ADAPTATIONS
Overcoming Problems Breakthrough not Breakdown
Without taking the problem on yourself, whom would you help and what problems would you help them solve?
EVALUATIOn
The pupils will help some person to their problems by giving some advice or tips. By that the pupils not
only help them to their problems but to encourage also.
SESSION 7
(June-October)
Pupils will be able to tune into

1. I find it difficult to make new Once or twice weekly If I Had a Million Dollars!
the immediate situation and
friends for 30 minutes each
can see things objectively; the Wait A Minute! Money Isnt
way they are, rather than how Everything!
you wish for a real friendship.
about it. On each gift tag below, write
3. I avoid difficult conversations the name of a person you
and confrontations. would like to give a gift.
4. Im frequently self-critical of my Around each gift box, write

own mistakes. the gift that you would like to
5. In a group situation I generally give that person. The gift
know how the members feel should be something that will
about each other. help develop a real
friendship, like a smile or an
encouraging word. Now, think
of other gifts you can give to
anyone at any time.
SESSION 7
RESOURCES/MATERIALS
Gift tag
Pen
ADAPTATIONS
If I Had a Million Dollars! (Wait A Minute! Money Isnt Everything!)
EVALUATION
Friendship means believing in someone else and supporting them through the happy and sad times.
From this activity, the pupils will give gifts which more develop their friendship it can be thankful and love
that money cant buy.
SESSION 8
(June-October)
Things Are Not Always As
Pupils will be able to achieve their
They Seem
potential and get involved in things that Once or twice weekly
lead to an interesting, exciting and
for 30 minutes each Think of a time that you jumped
meaningful life.
session. to a conclusion and said or did
something you regretted.
- Trigger Event (what

happened)
- Reference (how you
incorrectly evaluated the
situation)
- Unhealthy Response (what
you did or said that you now
regret)
- Truth (what was really going
on)
- Healthy Response (what you
can do or say better the next
time
SESSION 8
RESOURCES/MATERIALS
Worksheets
ADAPTATIONS
Things Are Not Always As They Seem
In the space below describe the
Trigger event (what happened):____________________________________

Reference (how you incorrectly evaluated the situation):________________
Unhealthy response (what you did or said that you now regret):__________
Truth (what was really going on):___________________________________
Healthy response (what you can do or say better the next time? _________
EVALUATION
The pupils will shared where or when did something they regretted from what happen to what
solution they made.
SESSION 9
(June-October)
Pupils will be able to look at

1. I find it difficult to make new Once or twice weekly Responsibility Journal
the brighter side of life and
maintain a positive attitude Think about some
even when times are tough. responsible things that you
The pupils will be able to did during the last week.
about it.
become responsible in doing Write down things you said
things. or did that were responsible.
and confrontations.
Write down things you said
or did that were responsible.
own mistakes.
Also, writedown things you
said or did that you realize
were not responsible. Based
about each other.
on your honest answers
now, examineyoure not
responsible list.
Complete the what I have
learned section.
SESSION 9
RESOURCES/MATERIALS
Journal Notebook
Pen
ADAPTATIONS
Responsibility Journal
What does personal responsibility mean to you?
RESPONSIBLE ACTIONS CONSEQUENCES NOT RESPONSIBLE ACTIONS CONSEQUENCES
EVALUATION
Responsibility means fact of having a duty to deal with something or of having control over
someone. Every actions you made its has a consequence it could be good or bad. From the activity the
pupils will know what responsibility they took and what actions they made. So that they learned what are
the improvement should be need to change.
SESSION 10
(June-October)
Pupils will be able to feel good

1. I find it difficult to make new Once or twice weekly Laughter
and at ease in school, work
and leisure situations. (I am Laughter helps us feel good. So,
able to relax and enjoy my spending time with people who
life). make you laugh is a good way to
about it.
relax. Answer the questions
below and have a laugh or two!
and confrontations.
4. Im frequently self-critical of my - Who is one of the funniest
own mistakes. people you know?
5. In a group situation I generally - What is something this
know how the members feel person said or did that made
about each other. you laugh?

- What is the funniest thing
that has ever happened to
you? Describe.
SESSION 10
RESOURCES/MATERIALS
Worksheets
ADAPTATIONS
Laughter
Laughter helps us feel good.
EVALUATION
From this activity the pupils will give some encouragement to continue to be happy, feel
good in life and enjoy the moment they have.
REFERENCES
LISTENING SKILLS
http://www.fluentu.com/english/educator/blog/esl-listening-activities-intermediate/
https://www.slideshare.net/allisg43/five-fun-activities-to-build-listening-skills
http://kidsactivitiesblog.com/52641/listening-skills
http://www.cls.utk.edu/pdf/ls/Week2_Lesson13.pdf
EMOTIONAL INTELLIGENCE
http://familyvio.csw.fsu.edu/wp-content/uploads/2015/06/Emotional-Intelligence-
Handouts.pdf
http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_8-13.pdf
http://www.youevanston.org/tl_files/youevanston/images/Staff%20Manual/
May2013%20updates/Social%20Emotional%20Activities%
20Workbook.pdf
ACKNOWLEDGEMENT
The researchers wish to extend their gratitude and appreciation to the following that made this study possible:
Dr.Danilo B. Solayao, Dean of the College of Teacher Education for allowing them to conduct this research.
Dr.Marites D. Tagulao, the College of Teacher Education Research Specialist, for her intelligent suggestions and
endless support.
Prof. Sannie A. Jusay, the Program Chairperson of Bachelor of Elementary Education and subject specialist, thank
you for signing the request letter and allowing the researchers to conduct this research;
Prof. Glorynor V. Navarro, the Coordinator of Special Education, for her endless support and understanding;
Prof. Zorina I. Pendon, research 1 professor for her constant reminders assistant and moral support.
Prof. Dhani Hugh C. Figueroa, research 2 professor for his generous advice, inspiring guidance and
encouragement throughout this study.
MAEdSpEd Teacher Loralee C. De Jesus, thesis adviser, for giving her support, time, effort, and all suggestions
that completely guided them throughout the study. And also for her endurance and perseverance that help them a lot in
this research.
Mrs. Kristine Joan Barredo,for her brilliant suggestions, advice and all help that the researchers received from her.
Ms.Vilma Antonio, for her unending support and encouragement throughout this study.
Mr.Wilfredo E. Cabral, Schools Division Superintendent and Concurrent-In-Charge Division of Manila, for allowing
the researchers to conduct a survey at P. Gomez Elementary School Manila.
Mr.Mauro C. De Gulan, Schools Division Superintendent, Division of Muntinlupa, for allowing the researchers to
conduct a survey at Muntinlupa Elementary School.
The teachers of P. Gomez Elementary School and Muntinlupa Elementary School, for their cooperation and time
they have exerted.
To the parents and guardian of the children who had been the subjects of the study to conduct the observations to
their child.
To the researchers parents and guardians for their kindness and support, encouragement that have inspired the
researchers to conduct this study with sincerity and who guides and support in terms of financial.
To Almighty God our savior and creator for his guidance and support. Without his guidance we cannot make our
thesis.
ABOUT THE AUTHORS
JOHANNES MAY O. CARIG, is currently enrolled in the Bachelor of Elementary

Education; major in Special Education at the PamantasanngLungsodngMuntinlupa.
No beauty that shines brighter than that of a good heart.
JESSA J. CAYLAS, is currently enrolled in the Bachelor of Elementary Education; major

in Special Education at the PamantasanngLungsodngMuntinlupa.
No matter how you feel, dress up, shown up, and never give up.
LOVELY JOY C. MULLEDA, is currently enrolled in the Bachelor of Elementary

Education; major in Special Education at the PamantasanngLungsodngMuntinlupa.
Attract what you expect, reflect what you desire, become what you respect and mirror
what you admire.
HASMINE D. TILA, is currently enrolled in the Bachelor of Elementary Education; major

in Special Education at the PamantasanngLungsodngMuntinlupa.
You cant control how some people will treat you or what theyll say about you. But
INTERVENTION PROGRAM
FOR INTERPERSONAL SKILLS OF
SELECTED INTELLECTUALLY GIFTED
AND INTELLECTUALLY AVERAGE
ELEMENTARY PUPILS
IN METRO MANILA

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PamantasanngLungsodngMuntinlupa

College of Teacher Education

INTERVENTON PROGRAM FOR DEVELOPING THE INTERPERSONAL SKILLS OF

FOR INTELLECTUALLY GIFTED PUPILS

Pupils will be able to respond 1. Pre-listening

Discuss what they liked /

Students look at the lyrics

Lyrics of the classical or popular songs

Order the Lyrics and Sounds of Musical Instruments

Once or twice weekly

9. I interrupt the speaker if I

10. I finish peoples sentences for

9. I interrupt the speaker if I picture of a story

disagree with a statement they character from a specific

have made. book (i.e., Arthur or

Plastic/plush character to represent bookcharacter.

9. I interrupt the speaker if I clockwise order until it

have made. who says out loud what

Phonemic Awareness in Young Children

9. I interrupt the speaker if I (favourites, hobbies, and

disagree with a statement they have interests, family, etc... For

made. 5 minutes the listener

Mix the cards up and hand them out to each person.

9. I interrupt the speaker if I each group or pair. These

disagree with a statement they have messages can be the

made. same or different, easy or

Pen and Paper

Relay the message

9. I interrupt the speaker if I disagree about each other

with a statement they have made. personally. For example, at

Pen and Paper

with a statement they have made. 3. Read instructions for the

Follow the directions

Pupils will be able to listen for a

9. I interrupt the speaker if I disagree middle of the circle, each

with a statement they have made. with a possible answer

Listen and throw

9. I interrupt the speaker if I disagree 2. Using toy telephones or

10. I finish peoples sentences for students practice answering

what they are going to say. message. While they are

Toy Telephones/ Real Cell Phones

INTERVENTON PROGRAM FOR DEVELOPING THE INTERPERSONAL SKILLS OF

FOR INTELLECTUALLY AVERAGE PUPILS

Pupils will be able to express it. feelings, you can re spond

in a constructive manner) own mistakes. 2. Recognizing your feelings

Pupils will be to 5. In a group situation I generally

without falling apart by each other. to your feelings is the

Cut out pictures of Different Emotions

How do you feel today?

I Am (Use the blanks to add your own feeling words).

Pupils will be able to adjust 1. I find it difficult to make new

am open to different ideas about it. The letter should consist of

Short Bond Paper

Focus Group(Sharing of thoughts, feelings and opinions to your group)

Pupils will be able sensitive to

Fishing for Compliments

How does it feel to receive some compliments?

the problems as well as friends 30 minutes each

3. I avoid difficult conversations would like to help, and the

and confrontations. problem you would like to

4. Im frequently self-critical of my help them remove.

Overcoming Problems Breakthrough not Breakdown

Pupils will be able to tune into

3. I avoid difficult conversations the name of a person you