CURRICULUM AND LESSON DEVELOPMENT PLAN FOR THE

PROJECT STREETCHING:
STREET-TEACHING STUDENTS TO EMPOWER DIVERSE
LEARNERS THROUGH EDUCATION

A Project Presented to the

Civic Welfare Training Service II
Laguna State Polytechnic University
(Siniloan Campus)

In Partial Fulfillment of the

requirements for Civic Welfare
Training Service II

Proposed By:

Bachelor of Secondary Education

Major in English
(BSED 1C English)

A.Y 2023-2024
CURRICULUM AND LESSON DEVELOPMENT PLAN

Day no. Target Contents Activities Description

Students
Day 1 Grade 1 I. TOPIC I. Creating a self- I. In the first day,
Writing a creative introduction letter the Grade 1 pupil
Self-Introduction (Letter Art). will introduce
themselves to the
A. Materials CWTS facilitators
1. Card or by using or
Papers creating a letter
2. Colored art that will be
Papers about themselves,
3. Glue their names, likes
4. Scissors and dislikes, as
5. Coloring well as their
Materials hobbies.
6. Pencil This activity will
help them express
themselves in an
artful work. It will
cultivate their
writing and
reading skills for
they will need to
read their works
after the given
time.
Grade 2 II. Topic II. Reading a story in II. Day one of the
Parts of a book English. Grade two
learners will be
A. Materials a. Make the children about knowing the
1. Story books read a story. different parts of
(can also be printed b. asking questions the book. They will
paper materials) about the story. have to identify
2. A diagram of the c. assessing if the the cover, title,
parts of a book. children knows about who authored the
a. Cover the parts of a book. story, and the
b. title illustrator behind
c. spine the drawings.
d. author Not only that the
e. back cover students will
illustrator improve their
reading skill, but
they’ll also
distinguish the
important parts of
a book.
Grade 3 III. TOPIC III. Charades III. The Grade 3
Verbs and Adverbs Each student will children will have
have a time to act a some fun in acting
A. Materials verb or adverb and out some
1. Papers the others will guess examples of verbs
2. Pencils what that word is. and adverbs like
3. Printed walking, jumping,
 materials of a a. Reading verbs running, etc.
story that will and adverbs They will recite
emphasize the b. writing verbs and some verbs and
verbs and adverbs adverbs that they
adverbs know, and read a
story where they
will need to
distinguish the
verbs and
adverbs.
Grade 4 IV. TOPIC IV. Think and Draw IV. The facilitators
Compound Words and Name that thing. will discuss what
“compound words”
are to the Grade 4
students. They will
have to think of a
thing inside their
houses that is a
compound word.
The last activity,
the facilitators will
have the students
draw those
compound words
that they can see
inside their home
and make them
answer the
prepared activity
(name that thing).
Grade 5 V. TOPIC V. Discussion about V. Prepare some
Writing Basic the basic structure of papers with
Sentences a sentence. prompts like “It is
a sunny Sunday.
a. Having the Me and my
children form some family…” and let
new sentences. the children
continue the
sentence while
guiding them.
This activity will
help cultivate the
writing skills of the
children.
Grade 6 VI. TOPIC VI. Creating a story VI. In this activity,
Rewriting a Story by map. the act of recalling
using a story map 1. Distinguishin of the students will
g the parts of be put into test.
the story. They will have to
a. Title listen to the
b. Characters facilitators as they
c. Settings read a story and
d. Plot later, they will
i. Beginning have to write a
ii. Climax summary of the
iii. 3. Ending story by using a
 story map.

Day no. Target Content Activities Description

Students
Day 2 Grade 1 I. TOPIC I. Matching Game I. In this activity,
Sounds and Letter the grade one
students will use
A. Materials cups with letters
1. Printed Letters written on the
2. Cups bottom. Each cup
3. Markers will have both a
capital lowercase
letter. The goal is
for the students to
match the
lowercase letter
with its
corresponding
capital letter. This
game not only
helps the students
learn to recognize
both capital and
lowercase letters
but also improves
their matching and
cognitive skills.
Grade 2 II. TOPIC II. Matching the II. There are
Clues Action handouts that we
will be given to the
A. Materials students, the
1. Printed materials printed handouts
2. Coloring materials will contain two
learning tasks. The
students will have
to match and write
what they think the
picture shown is
doing.
Grade 3 III. TOPIC III. Homonym III. Engage
Homonyms Match-Up students in a
hands-on activity
A. Materials to explore
1. Printed materials homonyms, which
2. Paper are words that
3. Pencil sound alike but
have different
meanings and
often different
spellings. This
activity promotes
vocabulary
development,
strengthens
understanding of
 word meanings,
and encourages
collaboration and
critical thinking.
Grade 4 IV. TOPIC IV. My Own IV. In this activity,
Writing a short Story Storybook students will
A. Materials participate in a
1. Papers "Story Circle"
2. Pencils where they sit in a
3. Printed Materials circle and each
4. Colored Papers add a sentence to
5. Glue create a
6. Scissors collaborative story.
Each student takes
turns in adding to
the story until it
reaches a
conclusion. Then,
one of them will
share it to the
class.
Grade 5 V. TOPIC V. Fill the Form Out V. The students
Filling out a Form will receive a form
Accurately that they will need
A. Materials to fill out with basic
1. Printed Forms information like
2. Pens their names, age,
3. Papers hobbies, etc. This
activity will help
them learn about
the important
details that they
should put in a
form. It will prepare
them for filling out
the forms they will
be receiving in the
future
independently.
Grade 6 VI. TOPIC VI. Determine the VI. The learners
Recognizing the Main Main Ideas and will have to read a
Idea and the Details in the story and after
Supporting Details Passage analyzing it, they
will have to
A. Materials distinguish the
1. Printed Materials main ideas by
2. Colored Pens encircling it with a
3. Papers color blue pen and
the supporting
details with red
colored pen. It will
help them tell the
distinction between
the two.
Day no. Target Content Activities Description
Students
Day 3 Grade 1 I. TOPIC I. Storytime Rhymes I. In this activity,
Rhyming Words the Grade 1 pupils
will learn to identify
A. Materials the words that
1.Picture books with rhymes with each
rhymes other. They will
2. Printed materials have to distinguish
with rhyme words the words that
sounds the same
in the story that
they will read with
the help of the
facilitators.
Grade 2 II. TOPIC: Synonyms II.” Pakners” II. Activity/game
and Antonyms (inspired by the that provides
A. Materials game tumpakners practice with
1. Printed materials of but the criteria is matching
Synonyms and that they have to antonyms and
Antonyms match the words synonyms.
2. Scissors according to its Offering an
3. Tape synonym and interactive way for
antonym) students to
improve their
language skills
while enjoying.
The students will
be divided into two
groups the goal is
to find the antonym
or synonym of the
word assigned to
them.
Grade 3 III. TOPIC III. Affix Detective III. Engage
Affixes students in a fun
activity to explore
A. Materials affixes, which are
1. Flashcards of base prefixes and
words and affixes suffixes added to
2. Papers base words to
3. Pencils change their
meaning or form.
This activity
promotes
vocabulary
development,
reinforces
understanding of
word structure,
and encourages
collaborative
learning.
Grade 4 IV. TOPIC: IV. What’s your IV. After reading a
Writing a Reaction Reaction story, students will
about the Story Read write a reaction
 Materials about what they
1. Printed Materials liked or disliked,
2. Papers what surprised
3. Pencils / Ballpen them, and how
they felt about the
characters and
events in the story.
They can also
share their favorite
part and explain
why.
Grade 5 V. TOPIC V. Tell me the V. The students
Inferring the meaning meaning. will have to
of the words with conclude the
affixes meaning of a word
Materials based on their
1. Printed Materials structure (with
2. Papers affixes). This will
3. Pencils help them
distinguish the
meaning of a word
with affixes and
differentiate it from
the meaning of the
base word itself.
Grade 6 VI. TOPIC VI. Was it in the VI. The students
Past and Present past? Or is it here in will have to read
Tenses the Present? another passage
Materials one by one (for
1. Printed Materials each sentence)
2. Papers they will have to
3. Pencils determine with
words in the
sentences that
they read which
are the past and
the present tenses
words.

Day no. Target Content Activities Description

Students
Day 4 Grade 1 II. TOPIC II. Trace Me! II. Provided the
Writing (the papers and writing materials for
materials provided) the students, they
A. Materials will practice their
1. Printed material writing skills by
(alphabets) tracing the letters in
2. Tracing the paper. Tracing is
worksheets a pre-writing skill for
grade 1 students as
it enhances fine
motor skills, pre-
writing abilities,
concentration, hand-
eye coordination,
 visual-spatial skills,
creativity, and
drawing skills.
Tracing activities
help children refine
their movements and
prepare them for
handwriting tasks.
Grade 2 II. TOPIC II. “Sort Me!” II. Provide students
Word Cline with a list of words
related to a specific
A. Materials topic or theme and
1. Printed handouts ask them to sort
(list of words) these words based
on their intensity or
degree. This activity
will help students
determine how
intense a word is.
(hatdog).

Grade 3 III. TOPIC III. Word Problem III. Create a set of

Problem-Solution Wizards word problems that
require students to
A. Materials Discussion: Engage apply reading
1. Printed copies of Grade 3 students in comprehension and
the word problems a hands-on activity mathematical
for each student. that combines reasoning. For
2. Papers English language example: - "Sally
3. Pens skills with problem- has 5 apples. She
solving abilities. This gives 2 apples to her
activity integrates friend. How many
English language apples does Sally
skills with math have left?" -
problem-solving, "There are 12
helping students cookies in a jar. If 3
develop critical cookies are eaten,
thinking, analytical how many cookies
reasoning, and are left in the jar?"
mathematical
fluency.
Grade 4 IV. TOPIC IV. Is it a Fact or an IV. Students will
Fact and Opinion in Opinion? participate in a "Fact
Narratives vs. Opinion
Challenge" where
A. Materials they work in teams
1. Printed Materials and form a line to
2. Papers read sentences and
3. Pencils determine if they are
4. Whistle facts or opinions.
Each team will be
given a whistle, and
the first one to blow
it will be given a
chance to answer.
The team with the
 most score will win
the challenge.
Grade 5 V. TOPIC V. Discussion about V. The facilitator will
Using Complex what is a complex discuss about what
Sentences to Show a sentence and how is a complex
Cause-and-Effect does it show the sentence and have
Relationship cause-and-effect each of the Grade 5
relationship. students try to make
A. Materials one. In that sentence
1. Printed Materials that they create, they
2. Papers will have to tell the
3. Pens independent and
dependent clause
where the cause and
effect will also be
distinguished.
Grade 6 VI. TOPIC VI. My “The End” VI. The students will
Forming Conclusions have to read a story
with an unfinished
A. Materials ending and by the
1. Printed Materials end of the reading,
2. Papers they will now have to
3. Pencils / Pens think and write an
alternative or
possible ending for
the story.

Day no. Target Content Activities Description

Students
Day 5 Grade 1 I. TOPIC I. “Are you happy?” I. In this activity, the
Expression grade one students
will use printed
A. Materials emotions to describe
1. Printed images of the word that tells an
Emotions (emoticons) emotion. The goal is
for students to match
the right expression
with its emotion. This
game not only helps
the students learn to
recognize different
emotions and
expressions.
Grade 2 II. TOPIC II. “Real or Not?” II. Given the printed
Made up and Real materials there are
Stories two categories; the
fiction and the reality.
A. Materials The goal is for
1. Printed Materials students to
distinguish/determine
if the picture that the
facilitators will show
is real or not.
Grade 3 III. TOPIC III. Comparing III. Engage Grade 3
Comparison and Animal Traits students in an
 Contrast of activity that involves
Information comparing and
contrasting traits of
A. Materials different animals.
1. Pictures or This activity
illustrations of the promotes
selected animals. observational skills,
2. Chart paper or critical thinking, and
whiteboard for scientific inquiry,
recording while also fostering
comparisons. an appreciation for
3. Markers or colored the diversity of the
pencils for writing and animal kingdom.
illustrating.
Grade 4 IV. TOPIC IV. What’s your IV. After reading a
Writing a Reaction Reaction? story, students will
about the Story Read write a reaction
about what they liked
A. Materials or disliked, what
1. Printed Short Story surprised them, and
2. Papers how they felt about
3. Pencils Ballpen the characters and
events in the story.
They can also share
their favorite part and
explain why.
Grade 5 V. TOPIC V. Activity: What V. The students will
Inferring the Meaning does it mean? have to read some
of Blended Words sentences that has
Using Context Clues blended words like
brunch, emoticon,
A. Materials motel, email, etc.)
1. Printed Materials they will have to tell
2. Papers the meaning of the
3. Pens words based on the
context clues
presented in the
sentences. It will
improve their
vocabulary skills and
help them recognize
new words.
Grade 6 VI. TOPIC VI. Written by me! VI. As the final
Writing Personal activity of the Grade
Narratives 6 students, they now
have the time to craft
A. Materials their very own
1. Papers narratives or stories
2. Pens that they would want
3. Printed Materials to share with the
(for example of a class. They will be
Personal Narrative) given an ample time
to write their stories
and they can also
upload it on the
internet if they would
 love to.

Day no. Target Contents Activities Description

Students
Day 1 SPED Students I. TOPIC I. Complete the I. This fun puzzle
Developing fine Puzzle activity will help in
motor skills, developing the
cognition, cognition. students’ problem
solving, spatial
Materials awareness, fine
1. Puzzle (Printed motor skills, as well
Material or real toy) as their
concentration.
Day 2 SPED Students II. TOPIC II. Trace the letters! II. The motor skills,
Determining the and the
Members of the enhancement of the
Family hand and the eye
will be the focus of
Materials this activity. The
1. Printed Materials precise movements
2. Pencils required to trace
3. Paper lines and shapes
contribute to the
development of
muscle control of the
students will be
developed through
tracing the lines of
the letters. They’re
also able to
determine and retain
the noun of the
family members with
the help of the
graphics (e.g.
mother, father,
sister, baby,
grandmother,
grandfather).
Day 3 SPED Students III. TOPIC III. Spot the III. Spot the different
Improving the difference: The puzzles are excellent
observation and students will be ways to sharpen
attention to details. given a set of two your visual recall
identical pictures and mental agility.
with a little They challenge your
difference in each of observation skills
them. and attention to
detail because telling
the differences
between two nearly
identity pictures is a
difficult task.
Day 4 SPED Students IV. TOPIC IV. What body part IV. Being familiar
Identifying the parts is this? & Connect with the human body
of the body the name to the can also help the
 body parts. students learn about
Materials the function of those
1. Printed materials body parts. This
2. White Board discussion and
activity will be able
to help them to
distinguish the
appropriate care
their body parts
need. Practicing
proper hygiene is
also included in this
discussion.
Day 5 SPED Students V. TOPIC V. Which are the V. This activity will
Determining the same? allow the students to
different shapes be able to identify
identical pairs of
Materials shapes. This will
1. Puzzles (blocks cultivate their
that has shapes) perception of
similarities when it
comes to identifying
things.

Prepared by:

IRISH M. ADOVISO GRACEVELL CARIZO MARY EUNICE B. GALLEROS

BSED 1C Student BSED 1C Student BSED 1C Student

SAMANTHA SUZETTE P. OBIAS JANESSA G. SAHAGUN

BSED 1C Student BSED 1C Student

ALESSANDRO DAVIDE V. IRLANDEZ FELIX REJALDE

BSED 1C Representative/Leader: Approved by:

MARK ALLAN FLORES

NSTP Director / CWTS Coordinator