Activity: “SOUND CHECK”

Description: The students will be grouped. Each group will be assigned with an
animal sound. They will have a quiz bowl using sound of animals as buzzers.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify the basic elements of a poem;
B. appreciate the importance of a poem through writing composition; and
C. formulate their own poem.
Materials: Illustration Board, Chalk, Paper
Procedure:
 The students will be grouped into three (3).
 Each group must select a representative to come in front and pick a rolled paper
inside the box.
 The rolled paper contains the sound of different animals which their going to
use.
 The sound will serve as their team buzzer.
 The teacher will only read the questions twice.
 Each group must use their team buzzer to get the attention of the teacher.
 Each correct answer corresponds to 2 points.
 First group to get 3 correct answers will be the winner.

Activity: “ANSWER AND CONQUER”

Description: The students will form a group. They will answer a riddle. There is a point
for each riddle.
Objectives: At the end of 60 minutes discussion the students should be
able to: Cooperative Learning
A. identify the different types of adverb;
B. appreciate the importance of adverb through locating adverb in the sentence;
and
C. formulate sentences using adverb.
Materials: Box, Paper

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Procedure:
 The class will be divided into 3 groups.
 Each group will be given 1 box.
 Inside the box is a riddle.
 But before they will get the riddle, they have to answer the question that was
pasted on the box.
 After answering the question, they will be discussing and answering the riddle
in the box.
 Then, they will encircle the adverb in the riddle.
 They are given one (1) minute to finish the task.
 The teacher will choose one representative to present their output.
 Each correct answer corresponds to five (5) points.

Activity: “GIFT RAPPER”

Description: The students will form 2 groups. They have to locate a box hidden in the
classroom. Compose a rap using preposition.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify what is preposition;
B. appreciate the importance of preposition through sentence construction;
and
C. compose a rap using prepositions.
Materials: Box, paper
Procedure:
 The students will be grouped into two (2).
 Each group must find or locate the 2 gift boxes which are located somewhere
inside the classroom. They will be given 10 seconds to find it.
 The first group who will find it first will receive 10 points.
 Inside those gift boxes are examples of prepositions that they need to use in
their rap composition.
 Each group will be given 5 minutes to compose.

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Activity: "CATCH ME I'M FALLEN"
Description: The students will form 3 groups. One student will represent each group.
Students will pop the balloon and construct a sentence.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. define what is interjection;
B. appreciate the importance of interjection through sentence construction;
and
C. construct sentences using interjection.
Materials: Balloon, paper
Procedure:
 The class will be divided into 3 groups.
 Each group will select one representative to pop the balloon.
 Each balloon contains a word.
 The representatives will catch the word and then go back to their corresponding
groups.
 They will construct a sentence using the words they got from the balloon.
 Recite the sentence in front of the class.
 The group who will first finished the sentence will get 15 points, second 10
points, and third will get 8 points
 This activity will last only for 10 seconds.

Activity: “WORD SEARCH”

Description: The teacher will call randomly. They will look for words in a puzzle.
Students will answer the puzzle.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify what is blending words
B. appreciate the importance of blending words through sentence construction;
and
C. formulate sentences using blending words.

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Materials: Paper, marker
Procedure:
 The teacher will call a student individually
 They will be going to find the blending words in the puzzle according to words
given.
 They will encircle the blended words.
 Each student who will get a correct answer will be given 5 points.

Activity: “WHAT IF WE BELONG TO EACH OTHER"

Description: Each student will choose a pair. The pair will pick words in a box. They
will find the synonymous words.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify synonym n a sentence;
B. appreciate the value of synonym through sentence construction; and
C. construct sentences using synonym.
Materials: Carton, Paper, marker
Procedure:
 The students will choose a pair.
 Each pair will pick a word that is written in the heart shaped of paper inside the
box.
 One person of each pair will be blind-folded.
 The one who is not blind-folded will settle in a place where his/her blind-folded
pair will not easily find him/her.
 The student who is not blind-Folded will shout the word that he/she picked
which is synonym to the word that his/her pair has picked.
 They will be given one (1) minute to find each other.
 The first pair who will find each other will shout the word "WE BELONG TO
EACH OTHER."

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Activity: “WORD SOUNDS FAMILIAR”
Description: The class will be grouped. Each group will have a representative.
Students will find the words with the same sounds.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify what is homophones;
B. appreciate the importance of homophones through sentence construction;
and
C. formulate sentence using Homophones.
Materials: Card, paper, handkerchief, marker
Procedure:
 The students will be grouped into (3).
 Each group must have one (1) representative to pick some cards with words
that sounds alike.
 Each group will be blindfolded and scattered.
 They are going to find the other members of the group by uttering the words
that they have picked.
 Each group will be given 2 minutes to gather together.
 The group who will finish first will get the perfect score 20, the second group is
15 and third will have10 points.

Activity: “EAT AND RUN”

Description: The class will be grouped. They will play charades. Students will have
to guess the adjective.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify what is adjective;
B. appreciate adjective through sentence construction; and
C. formulate sentences using adjective.
Materials: paper, bowl, lollipop
Procedure:

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  The class will be divided into two (2) groups.
 Each group will have a representative.
 Representatives will have to pick a word from the bowl.
 Before they let their groupmates guess the word, they have to put five (5)
lollipops inside their mouth.
 The other members of the group will guess the word.
 They will be given one minute to guess the words.
 First group to guess 3 words will have 10 points, while the other group will get
5 points.

Activity: “GUESS THAT WORD”

Description: There will be two groups. Each group will have one representative. The
students will guess the nouns acted by their group mate.
Objectives: At the end of 60 minutes discussion the students should be
able to:
A. identify what is noun;
B. appreciate noun through sentence construction; and
C. formulate sentences using noun.
Materials: Bowl, paper
Procedure:
 Students will be divided into two (2) groups
 Each group will have one representative to go in front and pick a word inside
the box.
 The 3 boxes contains different levels; easy, average, and difficult rounds.
 After they have picked a word, they will have to act the word written on the
paper and the other members will guess it.
 After guessing the word they will use it in a sentence.
 Each group will be given 30 seconds to finish the task.
 The more words they will guess the higher score they will get.

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Activity: “READ ME LIKE YOU DO”
Description: There will be 5 groups in this activity. They will be looking for simile and
metaphor in the song. They will interpret the song.
Objectives: At the end of the 60 minutes discussion, students should be
able to:
A. identify what are the uses of simile and metaphor;
B. appreciate the importance of simile and metaphor through sentence
construction; and
C. construct sentences using simile and metaphor.
Material: paper
Procedure:
 The class will be divided into five (5) groups.
 Each group will be given lyrics of a song.
 They will underline the sentences that compares two things.
 There are seven (7) similes and metaphors in the song, each correct answer
will correspond to three (3) points.
 They will be given two (2) minutes to finish the task.

Activity: “PASS THE MESSAGE”

Description: The class will be grouped into 3 groups. A representative will lead the
game. They should relay the correct message.
Objectives: At the end of the 60 minutes discussion, the students should be able to:
A. differentiate direct speech from indirect/ reported speech;
B. change a direct speech to indirect speech and vice versa; and
C. construct sentences in both direct and indirect speech.
Materials: rolled papers
Procedures:
 The students will be divided into three (3) groups
 Each group will choose a representative.
 The students will fall in line according to their respective groups.
 The representatives each group will go to the teacher to receive the message.

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  On teacher’s cue, the representative will pass the message to his/her
groupmates and they will relay the message one by one.
 The last person will be the one who will tell the teacher the exact word that
she has said.
 The first group who will finish the task will be given 10 points, and the
remaining groups will be given 5 points, respectively.

Activity: “ARRANGE ALL YOU CAN”

Description: The teacher will give an instruction. Students who could follow the
instruction will be given points. Those who finish first has additional points.
Objectives: At the end of the 60 minutes discussion, the students should be able to:
A. identify what is Direct-Purposeful Experiences;
B. appreciate the importance of direct experiences through first-hand
experience; and
C. apply the concept of direct experiences to daily life.
Materials: chairs
Procedure:
 The class will be divided into two (2) groups.
 The teacher will ask the students to arrange all the chairs properly.
 Each group will be given ten (10) seconds to finish the task.
 The first group who will finish the task will be given five (5) points.

Activity: “LOOK WHAT YOU MADE ME DO”

Description: The students will be watching an instructional video. They will make their
own version. Additional points will be given to winning group.
Objective: At the end of the discussion, the students should be able to:
A. identify the characters in the story Footnote to Youth;
B. appreciate the importance of the story through role playing; and
C. apply the lessons of the story in real life.

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Materials: laptop, projector, speaker
Procedure:
 The students will be grouped into four (4) groups.
 The teacher will play a video and the each group will follow the instructions in
the video.
 They will be given two (2) minutes to prepare.
 Each group will imitate the video.
 The group who could imitate the video will be given ten (10) points.

Activity: “READY, SET, DO!”

Description: They will watch a video. They will follow the information in the video.
They will make a video.
Objective: At the end of the discussion, the students should be able to:
A. identify different sources of information;
B. appreciate the importance of the information through following an instruction;
and
C. create instruction materials.
Materials: speaker, laptop, projector
Procedure:
 Having the same group, the students will make their own steps using the same
music.
 Each group will be given five (5) minutes to prepare.
 Each group will perform their output in the class.
 The students will be graded according to a rubric.

Activity: “SAY WHAT YOU MEAN, MEAN WHAT YOU SAY”

Description: The class will be grouped into five. They will describe photos on the
board.

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Objectives: At the end of the 60 minutes discussion, the students should be
able to:
A. identify what are the uses of simile and metaphor;
B. appreciate the importance of simile and metaphor through sentence
construction; and
C. construct sentences using simile and metaphor.
Materials: printed materials, pen, paper
Procedure:
 The students will be divided into five (5) groups.
 The teacher will paste a picture on the board.
 Each group will describe the picture in one (1) sentence.
 They will be given fifteen (15) seconds to construct a sentence.
 Each group will recite the sentence describing the picture.
 The group who constructed a correct sentence will be given five (5) points,
while the group who has constructed a sentence but has committed a mistake
will be given two (2) points.
 They will be graded according to a rubric.

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