Group 1 Members

Dalid

Daraman

Delos Santos

Ecdang

Filipino

Toledo

Toolkit for Teaching Vocabulary

Grade 8

Competencies Vocabulary Focus Learning Activities Learning Materials

First Quarter

EN8V-Ia-10.2: Idiomatic Activity 1:

Determine the Expressions Collocation Matching
meaning of idiomatic Game
expressions by noting
context clues and Prepare cards with
collocations idiomatic expressions
on one set and their -Quizlet
corresponding - Cards with idiomatic
collocations on expressions and their
another set. Have collocations printed
students match the on them.
expressions with their
appropriate
collocations.

Activity 2:
Vocabulary Stories

Ask students to write

short stories
incorporating the
target vocabulary
words. Encourage - Encourage students
creativity and the to use their
accurate use of imagination and
vocabulary within creativity, but also
 context. Afterward, provide prompts or
students can share themes if needed to
their stories with guide their writing.
classmates, providing
opportunities for peer
feedback and
discussion.

EN8V-Ie-4: Use Activity 1:

appropriate strategies Use appropriate
in unlocking the strategies in Provide students with
meaning of unlocking the sentences containing
unfamiliar words and meaning of unfamiliar words or
idiomatic expressions unfamiliar words and idiomatic
idiomatic expressions. Have
expressions. them guess the - Printed Materials
meaning based on the
context of the
sentence. Encourage
them to use clues
such as surrounding
words, tone, and
overall message to
unlock the meaning.

Activity 2: Word
Detective Scavenger
Hunt

Create a list of
unfamiliar words or
idiomatic expressions
and hide them around
the classroom or
outdoor area. Divide - Cards
students into teams
and give them a list
of clues or definitions
to find each word.
Once found, they
must determine the
meaning and use it in
a sentence.
EN8V-Ih-6:
Determine the Activity 1:
meaning of words
and expressions that Students create short
reflect the local stories or Folktales in
culture by noting Determine the the local culture,
context clues meaning of words incorporating the
and expressions that provided words or
reflect the local expressions.
culture by noting Encourage them to
context clues. use context clues
within the narrative to
convey the meaning
of these cultural
elements.

Activity 2: Cultural
Context Charades

Create cards with

words or expressions
from the local
culture. Have
students pick a card - Word/Expression
and act out the Cards
meaning without
using words, while
their classmates try to
guess the meaning
based on the context
Second Quarter provided.

EN8V-IIe- 24
Discriminate
between literal and Activity 1: Group the
figurative language class into 4 and have
them choose a
Literal and figurative particular song that
language they love. They shall
write their chosen - Songs/video apps
song in a piece of
paper, roll it, put it
inside the box and
shake. After which,
 ask a representative
from each group to
get a piece of paper.
Whatever song lands
to them, they will
have to identify the
figurative and literal
language found in the
song.

Activity 2: The
teacher will present
texts on the screen
using Quizizz. The
students will join
through logging in in - Quizizz
their respective
devices using the
code provided by the
teacher. They will
have to identify
whether the text
presented is a
figurative or literal
EN8V-IIf-10.1.4: language.
Identify figures of
speech that show Activity 1: The
emphasis (hyperbole teacher will present
and litotes) the literary piece
Figure of Speech titled "All Summer In - Short Story
(hyperbole and A Day" by Ray
litotes) Bradbury. After
reading it, the
students will identify
and extract lines from
the short story that
shows hyperbole and
lilotes.

Activity 2: The
teacher will present
various texts using
flashcards to the - Flash Cards
class. The students
will be assigned to a
particular number.
 Once the teacher calls
their number
automatically they
will be the appointed
to stand up and
identify the text
presented. Is it an
example of a
EN8V-IIb-24.1 hyperbole or lilotes?
Distinguish between why? explain.
and among verbal,
situational, and Activity 1: Call my
dramatic types of number!
irony and give
examples of each Distinguish between Each student is given
and among verbal, an assigned number
situational, and based on their seating
dramatic arrangement. The
teacher will call a - Printed Numbers
random number and
ask students to first
define situational
irony or the different
types of dramatic
irony, which will
depend on what they
will be assigned.
Afterwards, they will
provide an individual
example of their
assigned type of
irony. Students are
given 2–3 minutes to
give their answers.

Activity 2: Spin a
Question for Me!

Students names will

be put and spun in the
technological tool - Technological
named "Wheel of tool (wheel of
Names." Whoever names)
student is picked will
be asked to determine
whether the provided
 cases are situational
irony or dramatic
Third Quarter irony and give a brief
explanation as to why
EN8V-IIIa-15.3: they say it so.
Explain the meaning
of a word through
structural analysis Activity 1: Ready,
(prefixes, roots, Get Set, SHHH!
suffixes)
Structural analysis in A small and light ball
understanding the will be provided to
meaning of a word. the students. The
activity will be
performed in a silent
manner where no
slight of noise from
the students is - Ball
allowed. The students
will occupy the whole
space of the
classroom as they
will be forming a
circle. The ball will
be passed to each
other. The students
are tasked to label the
parts of the word by
indicating the
prefixes, roots, or
suffixes, then give the
definition of the
provided word. The
one who will drop the
ball, will talk or make
noise, or will throw
the ball poorly will be
the one to answer.

Activity 2: Detective
in me!

This activity will be

done by pair.
Students will be - Technological
provided with an tool
 article. Each pair will - Powerpoint
analyze and explain presentation
the meaning of the
underlined words
found in the article
through structural
analysis
( prefixes, roots,
suffixes). Each pair
EN8V-IIId-25: Use will present their
appropriate strategies output in the class
for unlocking with a powerpoint
unfamiliar words presentation.

Activity 1: Let’s
Unlocking unfamiliar Match-Unk!
words
The class will be
divided into two
groups. The students
will be provided with - Crumpled paper
a set of difficult - Trash bin
words and their - Tarpapel
respective meanings.
The class will be
engaged in an activity
wherein they must
shoot the crumpled
paper into a trash bin.
Each group will have
the chance to match
the given sentence to
the right meaning if
he/she is able to
successfully shoot the
crumpled paper.

Activity 2: What's
inside the Basket?

Students will be
divided into four - Basket
groups. Each group - Mystery Cards
will be provided with
baskets containing
 mystery cards of
vocabulary words.
Students will take
turns drawing
mystery cards out of
the basket, reading
the word and giving
the definition. If they
correctly define the
word, they keep the
mystery card and if
EN8V-IIIf-12.3: not, it goes back in
Arrive at meanings the basket. The
through context clues player with the most
cards wins.

Activity 1: Oscar
Determine the of a Nominees!
word by using
context clues. The students are
divided into two
groups with two
different tasks. First
group is tasked to
dramatize specific - Piece of paper
situations that will be
provided. The
situations will include
a variety of advanced
difficult terms. The
second group, which
will be the audience
of the performers, are
tasked to take note of
the difficult words
that the roleplayers
are using. After the
performance, they
must be able to give
the definition of the
terms from how the
roleplayers use the
words.

Activity 2: Take a sit!

 The class will be
divided into 2 groups.
In this activity, one
student will be
selected to come to
the front of the class
and sit on a chair. The
seat is located in the
front of the
whiteboard. The - Whiteboard
student sits in a chair - Chair
facing his or her - WordWall
classmates and with
his or her back to the
white board. The
student also should
have a clear view of
the class word wall.
The teacher or a
classmate selects a
word from the word
wall (or from
students' spelling or
vocabulary lists) and
writes that word on
the board or chart.
The student will
guess the word by
Fourth Quarter asking hints or
clues.The group that
EN8V-IVa-15: gets the most correct
Use various meaning of the
strategies in decoding words, wins.
the meaning of words

Decoding the Activity 1: Word

meaning of words Detective Challenge
using various
strategies. The students will - Index Cards
work in pairs, in this - Marker Pens
activity the students - List of decoding
are given tasks to strategies
introduce the purpose
of the activity,
emphasizing the
importance of
decoding strategies in
understanding new
words. Then the
teacher will then
display decoding
strategies (context
clues,
prefixes/suffixes,
word roots) for
reference.
They'll take turns
drawing cards, using
decoding strategies to
determine word
meanings within 10
minutes. After that,
each pair will then be
discussed including a
reflection on effective
strategies and the
importance of regular
practice for
vocabulary growth.

Activity 2: Context
Clues Quest

In this activity, the

student’s will work in
a group with five
members. Each group - Text passages
is tasked to read (short stories,
through their articles, or
assigned passages excerpts from
within a books)
predetermined time - Highlighter
frame, highlighting or - Colored pencils
underlining
challenging words
and employing
context clues to
deduce their
meanings. Afterward,
the teacher will then
facilitate a class
discussion where
students share their
interpretations of the
identified words
based on context,
encouraging
collaboration and
reflection on the
effectiveness of their
decoding strategies.