Daily Lesson Plan School Biasong ES Learning area English
Teacher Iderlina C. Sanchez Grade level 2 - Matapat
Date and time 8/4/2025 (8:00 – 8: 45) Quarter Q1 week 8
Monday
A. Content standard The learners demonstrate expanding vocabulary and understanding of high-
frequency words and content-specific vocabulary; understand and create simple
and compound sentences for comprehending, analyzing, creating, and
composing texts about regional themes and content-specific topics.
B. Performance The learners use their expanding vocabulary of high-frequency and content-
standard specific words and simple and compound sentences to comprehend, create,
and compose narrative and informational texts about regional themes and
content-specific topics and read grade-level texts with appropriate speed,
accuracy, and expression
C. Content standard EN3GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they
doing, when/where/how).
a. commanding and requesting sentences (imperative)
EN3GAGS-I-4 Sequence words to represent meaning in simple sentences.
a. commanding and requesting sentences (imperative)
EN3GAGS-I-6 Use correct capitalization and punctuation for simple sentences.
Content Imperative sentence
II. Learning resources
A. References Matatag curriculum , Lesson exemplar, LAS
B. Other Learning Text book
materials
III. Teaching and learning
procedure
Read each sentence. Identify each sentence by writing DECLARATIVE or
INTERROGATIVE on the line next to each number.
A. Activating Prior 1. Maris loves playing volleyball with her sister.
Knowledge 2. Diane, is this your lunchbox?
ELICIT 3. Where do you put your old toys?
4. The mother cooks spaghetti for dinner.
5. Cassy and Mavy are identical twins.
B. Lesson Have the pupils do the instruction that you are going to give.
Purpose/Intention
ENGAGE
Read the following sentences.
Mila, please give me a glass of water.
C. Lesson Language
Kick the ball now.
Practice
Be quiet!
ENGAGE
Can you draw a picture of a girl?
Will you hold this for me?
What do you notice with an imperative sentence that makes a request?
D. Reading the Key
What about an imperative sentence that makes a command?
Idea/Stem
What do you call these sentences?
A. EXPLORE
E. Developing Give me a happy face if the sentence is imperative, and a lonely face ff not.
Understanding of the Key 1. Please come to school early tomorrow.
Idea/Stem 2. Come back immediately.
EXPLORE 3. The band is going around the town.
Tell if the sentence is a command or a request. Make a thumbs up if it is a
command, and a smiley ļ if it is a request.
1. Set the table.
2. Please wash the plates.
3. Kindly bring this bag to the room.
Write R if the imperative sentence below is a request, and C if it’s a command.
Write the answer on the space before the number.
F. Deepening
1. Please don’t stay in crowded places.
Understanding of the Key
2. Always remember that you should always clean your surroundings.
Idea/Stem
3. Never touch others’ belongings unless you apply alcohol in your hands.
EXPLAIN
4. Kindly cover your mouth whenever you cough.
5. Choose the appropriate mask that is fitted to you.
G. Generalization What is an imperative sentence?
Put a happy face beside the number if the sentence is imperative, and a lonely
face if not.
1. Wear your mask when you’re outside the house.
H. Evaluating learning
2. Please stay at home for you to be safe.
I. EVALUATE
3. Oh! You did not cover your mouth as you sneeze in front of me.
4. Be nice to the front liners.
5. What will you do so you will not be infected with the virus?
J. Additional activities for
application or
remediation
K. EXTEND
A. Remarks
B. Reflection
Prepared by:
IDERLINA C. SANCHEZ
Class adviser
MARIA NENA VERONICA B. ESQUIBEL
School head
Daily Lesson Plan School Biasong ES Learning area
Teacher Iderlina C. Sanchez Grade level 2 - Matapat
Date and time 8/4/2025 (8:00 – 8: 45) Quarter Q1 week 8
Monday
A. Content standard
B. Performance The learners use their expanding vocabulary of high-frequency and content-
standard specific words and simple and compound sentences to comprehend, create,
and compose narrative and informational texts about regional themes and
content-specific topics and read grade-level texts with appropriate speed,
accuracy, and expression
C. Content standard EN3GAGS-I-5 Identify the parts of simple sentences: (who/what, what are they
doing, when/where/how).
a. commanding and requesting sentences (imperative)
EN3GAGS-I-4 Sequence words to represent meaning in simple sentences.
a. commanding and requesting sentences (imperative)
EN3GAGS-I-6 Use correct capitalization and punctuation for simple sentences.
Content Imperative sentence
II. Learning resources
A. References Matatag curriculum , Lesson exemplar, LAS
B. Other Learning Text book
materials
III. Teaching and learning
procedure
Read each sentence. Identify each sentence by writing DECLARATIVE or
INTERROGATIVE on the line next to each number.
C. Activating Prior 1. Maris loves playing volleyball with her sister.
Knowledge 2. Diane, is this your lunchbox?
ELICIT 3. Where do you put your old toys?
4. The mother cooks spaghetti for dinner.
5. Cassy and Mavy are identical twins.
D. Lesson Have the pupils do the instruction that you are going to give.
Purpose/Intention
ENGAGE
Read the following sentences.
E. Lesson Mila, please give me a glass of water.
Language Kick the ball now.
Practice Be quiet!
ENGAGE Can you draw a picture of a girl?
Will you hold this for me?
What do you notice with an imperative sentence that makes a request?
F. Reading the
What about an imperative sentence that makes a command?
Key Idea/Stem
What do you call these sentences?
EXPLORE
Give me a happy face if the sentence is imperative, and a lonely face ff not.
1. Please come to school early tomorrow.
2. Come back immediately.
G. Developing
3. The band is going around the town.
Understanding
of the Key
Tell if the sentence is a command or a request. Make a thumbs up if it is a
Idea/Stem
command, and a smiley ļ if it is a request.
EXPLORE
1. Set the table.
2. Please wash the plates.
3. Kindly bring this bag to the room.
H. Deepening
Understanding of
the Key
Idea/Stem
EXPLAIN
I. Generalizatio
n
Evaluating
learning
J. EVALUATE
Additional
activities for
application or
remediation
EXTEND
Remarks
Reflection
Prepared by:
