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School Caraga National High School Grade Level & Quarter Grade 11

1st Semester/1st Quarter


Teacher JEMAR M. BANDAJA SHS Track GAS, TVL, STEM
DAILY LESSON LOG
Week No. Week 13 Learning Area English for Academic and Professional
SENIOR HIGH
Inclusive Dates 19-22 AUGUST 2019 Purposes
SCHOOL
Scheduled Time 7:30am -8:30am/ 9:45am- Topic Reading Academic Text
10:45am/10:45am 11:45am
MONDAY TUESDAY (continuation) WEDNESDAY (continuation) THURSDAY(continuation)
A. Content: Writing Concept Paper A. Content: Writing Concept Paper A. Content: Writing Concept Paper A. Content: Writing Concept Paper

Content Standard: Understands the Content Standard: Understands the principles Content Standard: Understands the principles and Content Standard: Understands the principles and
principles and uses of concept paper and uses of concept paper uses of concept paper uses of concept paper

Performance Standard: Produces a well- Performance Standard: Produces a well- Performance Standard: Produces a well-balanced Performance Standard: Produces a well-balanced
balanced concept paper in a specific discipline balanced concept paper in a specific discipline concept paper in a specific discipline concept paper in a specific discipline

Curriculum Guide Page No. 4 of 6 Curriculum Guide Page No. 4 of 6 Curriculum Guide Page No. 4 of 6 Curriculum Guide Page No. 4 of 6
B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives: B. Learning Competencies/Objectives:

At the end of sixty minute period, the At the end of sixty minute period, the At the end of sixty minute period, the learner At the end of sixty minute period, the learner
learner are able to: learner are able to: are able to: are able to:
 Explains and clarifies concepts in  Explains and clarifies concepts in  Explains and clarifies concepts in fields  Explains and clarifies concepts in fields
fields such as: fields such as: such as: such as:
a. Art a. Art a. Art a. Art
b. Business b. Business b. Business b. Business
c. Law c. Law c. Law c. Law
d. Philosophy d. Philosophy d. Philosophy d. Philosophy
e. Politics e. Politics e. Politics e. Politics
f. Religion f. Religion f. Religion f. Religion
g. Science g. Science g. Science g. Science
h. Sports h. Sports h. Sports h. Sports
i. TechVoc i. TechVoc i. TechVoc i. TechVoc
-Home Economics -Home Economics -Home Economics -Home Economics
- Agri. Fishery - Agri. Fishery - Agri. Fishery - Agri. Fishery
-I.A -I.A -I.A -I.A
-ICT -ICT -ICT -ICT
Curriculum Guide Page No: 4 of 6 Curriculum Guide Page No: 4 of 6 Curriculum Guide Page No: 4 of 6 Curriculum Guide Page No: 4 of 6
C. Subject Matter: C. Subject Matter: C. Subject Matter: C. Subject Matter:

 Reading the Text and Reacting to  Reading the Text and Reacting to It  Reading the Text and Reacting to It  Reading the Text and Reacting to It
It
Make the student’s realize that after a first Make the student’s realize that after a first Make the student’s realize that after a first
Make the student’s realize that after a first reading of the poem, it is imperative to reading of the poem, it is imperative to know reading of the poem, it is imperative to know
reading of the poem, it is imperative to know the poet behind the creative and the poet behind the creative and the poet behind the creative and
know the poet behind the creative and environmental perceptive. environmental perceptive. environmental perceptive.
environmental perceptive.
1. Appreciate the Poet’s Role. Share a brief 1. Appreciate the Poet’s Role. Share a brief 1. Appreciate the Poet’s Role. Share a brief
1. Appreciate the Poet’s Role. Share a background about the colorful life of Wen- background about the colorful life of Wen-i- background about the colorful life of Wen-i-
brief background about the colorful life of i-to/Wen Yi-duo:2 to/Wen Yi-duo:2 to/Wen Yi-duo:2
Wen-i-to/Wen Yi-duo:2
“On June 6, 1946, at 5pm, after “On June 6, 1946, at 5pm, after stepping “On June 6, 1946, at 5pm, after stepping
“On June 6, 1946, at 5pm, after stepping out of the office of the Democratic out of the office of the Democratic Weekly, out of the office of the Democratic Weekly,
stepping out of the office of the Weekly, Wen Yiduo died in a hail of bullets. Wen Yiduo died in a hail of bullets. Mao Wen Yiduo died in a hail of bullets. Mao
Democratic Weekly, Wen Yiduo died in a Mao blamed the Nationalists and blamed the Nationalists and transformed Wen blamed the Nationalists and transformed Wen
hail of bullets. Mao blamed the transformed Wen into a paragon of the into a paragon of the revolution. into a paragon of the revolution.
Nationalists and transformed Wen into a revolution. Wen had received a classical education. Wen had received a classical education.
paragon of the revolution. Wen had received a classical But he came of age as old imperial China and But he came of age as old imperial China and
Wen had received a classical education. But he came of age as old its institutions were being swept away, and its institutions were being swept away, and
education. But he came of age as old imperial China and its institutions were the Chinese people were looking ahead to a the Chinese people were looking ahead to a
imperial China and its institutions were being swept away, and the Chinese people new China. It was fertile ground for a young new China. It was fertile ground for a young
being swept away, and the Chinese people were looking ahead to a new China. It was poet. poet.
were looking ahead to a new China. It was fertile ground for a young poet. In 1922, Wen studied art and literature at In 1922, Wen studied art and literature at
fertile ground for a young poet. In 1922, Wen studied art and the Art Institute of Chicago. There he the Art Institute of Chicago. There he
In 1922, Wen studied art and literature at the Art Institute of Chicago. published his first collection of poetry, Hongzu published his first collection of poetry, Hongzu
literature at the Art Institute of Chicago. There he published his first collection of or Red Candle. Returning to China in 1925, he or Red Candle. Returning to China in 1925, he
There he published his first collection of poetry, Hongzu or Red Candle. Returning to became a university professor, active in the became a university professor, active in the
poetry, Hongzu or Red Candle. Returning China in 1925, he became a university political and aesthetic debates of the time. His political and aesthetic debates of the time. His
to China in 1925, he became a university professor, active in the political and published his second collection of poems, published his second collection of poems,
professor, active in the political and aesthetic debates of the time. His published Sishui, or Dead Water, in 1928. Sishui, or Dead Water, in 1928.
aesthetic debates of the time. His his second collection of poems, Sishui, or As political trends shifted from an As political trends shifted from an
published his second collection of poems, Dead Water, in 1928. intellectual, elitist base toward a populist one, intellectual, elitist base toward a populist one,
Sishui, or Dead Water, in 1928. As political trends shifted from an Wen was one of the leaders of a movement to Wen was one of the leaders of a movement to
As political trends shifted from an intellectual, elitist base toward a populist reform Chinese poetry, from a classical style reform Chinese poetry, from a classical style
intellectual, elitist base toward a populist one, Wen was one of the leaders of a and diction far removed from everyday usage, and diction far removed from everyday usage,
one, Wen was one of the leaders of a movement to reform Chinese poetry, from to adapting common speech and direct to adapting common speech and direct
movement to reform Chinese poetry, from a classical style and diction far removed observation, while maintaining a strict, albeit observation, while maintaining a strict, albeit
a classical style and diction far removed from everyday usage, to adapting common new, formalism. new, formalism.
from everyday usage, to adapting speech and direct observation, while However, Wen never resolved the However, Wen never resolved the
common speech and direct observation, maintaining a strict, albeit new, formalism. conflicts that existed within him: The elitist conflicts that existed within him: The elitist
while maintaining a strict, albeit new, However, Wen never resolved the and the proletarian, the scholar and the and the proletarian, the scholar and the
formalism. conflicts that existed within him: The elitist activist, the traditionalist and the innovator, activist, the traditionalist and the innovator,
However, Wen never resolved the and the proletarian, the scholar and the the personal man and the public man, fought the personal man and the public man, fought
conflicts that existed within him: The elitist activist, the traditionalist and the for ascendancy. Yet it was these contradictions for ascendancy. Yet it was these contradictions
and the proletarian, the scholar and the innovator, the personal man and the public that proved so fruitful and give his poetry its that proved so fruitful and give his poetry its
activist, the traditionalist and the man, fought for ascendancy. Yet it was singular power.” singular power.”
innovator, the personal man and the these contradictions that proved so fruitful
public man, fought for ascendancy. Yet it and give his poetry its singular power.”
2. Unlocking Verbal difficulties. Make the 2. Unlocking Verbal difficulties. Make the
was these contradictions that proved so students realize that before they can students realize that before they can
fruitful and give his poetry its singular 2. Unlocking Verbal difficulties. Make the understand the poem and interpret its understand the poem and interpret its
power.” students realize that before they can meaning well, they have to know the meaning well, they have to know the
understand the poem and interpret its meanings of these expressions used: meanings of these expressions used:
2. Unlocking Verbal difficulties. Make the meaning well, they have to know the a. Raise a single ripple a. Raise a single ripple
students realize that before they can meanings of these expressions used: b. Silky gauze b. Silky gauze
understand the poem and interpret its a. Raise a single ripple c. Colorful spume c. Colorful spume
meaning well, they have to know the b. Silky gauze d. Ferment into jade wine d. Ferment into jade wine
meanings of these expressions used: c. Colorful spume e. White scum e. White scum
a. Raise a single ripple d. Ferment into jade wine
b. Silky gauze e. White scum 3. Comprehending the Text. Use these 3. Comprehending the Text. Use these
c. Colorful spume questions to guide the students in questions to guide the students in
d. Ferment into jade wine 3. Comprehending the Text. Use these understanding the literal meaning of the understanding the literal meaning of the
e. White scum questions to guide the students in poem: poem:
understanding the literal meaning of the a. Stanza 1- When is water “hopelessly a. Stanza 1- When is water “hopelessly
3. Comprehending the Text. Use these poem: dead?” dead?”
questions to guide the students in a. Stanza 1- When is water b. Stanza 1- Why cannot a breeze “raise b. Stanza 1- Why cannot a breeze “raise
understanding the literal meaning of the “hopelessly dead?” a single ripple on it?” a single ripple on it?”
poem: b. Stanza 1- Why cannot a breeze c. Stanza 2- Can the green on rubbish c. Stanza 2- Can the green on rubbish
a. Stanza 1- When is water “raise a single ripple on it?” copper become emeralds? Can peach copper become emeralds? Can peach
“hopelessly dead?” c. Stanza 2- Can the green on rubbish blossoms sprout from thrown away tin cans? blossoms sprout from thrown away tin cans?
b. Stanza 1- Why cannot a breeze copper become emeralds? Can peach Can grease cover the surface with “silky Can grease cover the surface with “silky
“raise a single ripple on it?” blossoms sprout from thrown away tin gauze?” Can germs produce colorful foam on gauze?” Can germs produce colorful foam on
c. Stanza 2- Can the green on cans? Can grease cover the surface with this water? In what ways can these “emeralds, this water? In what ways can these “emeralds,
rubbish copper become emeralds? Can “silky gauze?” Can germs produce colorful “peach blossoms,” “silky gauze,” and “colorful “peach blossoms,” “silky gauze,” and “colorful
peach blossoms sprout from thrown away foam on this water? In what ways can spume” come out of the stagnant water? spume” come out of the stagnant water?
tin cans? Can grease cover the surface these “emeralds, “peach blossoms,” “silky d. Stanza 3 – Again, can dead water be d. Stanza 3 – Again, can dead water be
with “silky gauze?” Can germs produce gauze,” and “colorful spume” come out of fermented into wine? When can white scum fermented into wine? When can white scum
colorful foam on this water? In what ways the stagnant water? be viewed as floating pearls? When do pearls be viewed as floating pearls? When do pearls
can these “emeralds, “peach blossoms,” d. Stanza 3 – Again, can dead water chuckle and become big pearls, then turn into chuckle and become big pearls, then turn into
“silky gauze,” and “colorful spume” come be fermented into wine? When can white gnats? In what ways would these gnats steal gnats? In what ways would these gnats steal
out of the stagnant water? scum be viewed as floating pearls? When the rum? the rum?
d. Stanza 3 – Again, can dead water do pearls chuckle and become big pearls,
be fermented into wine? When can white then turn into gnats? In what ways would e. Stanza 4- In what way can one see e. Stanza 4- In what way can one see
scum be viewed as floating pearls? When these gnats steal the rum? that the “hopelessly dead water” may have a that the “hopelessly dead water” may have a
do pearls chuckle and become big pearls, bright touch? Why would the frogs croak in bright touch? Why would the frogs croak in
then turn into gnats? In what ways would e. Stanza 4- In what way can one see delight “when they cannot bear the silence?” delight “when they cannot bear the silence?”
these gnats steal the rum? that the “hopelessly dead water” may have f. Stanza 5 – In a seeming contradiction f. Stanza 5 – In a seeming contradiction
a bright touch? Why would the frogs croak of early assertions that pearls, peach of early assertions that pearls, peach
e. Stanza 4- In what way can one in delight “when they cannot bear the blossoms, colorful spume, etc. all beautiful blossoms, colorful spume, etc. all beautiful
see that the “hopelessly dead water” may silence?” images, can spring from the dead water, why images, can spring from the dead water, why
have a bright touch? Why would the frogs f. Stanza 5 – In a seeming does the last stanza say that nothing beautiful does the last stanza say that nothing beautiful
croak in delight “when they cannot bear contradiction of early assertions that can live in the dead water? What frame of can live in the dead water? What frame of
the silence?” pearls, peach blossoms, colorful spume, mind is revealed when one leaves it to the mind is revealed when one leaves it to the
f. Stanza 5 – In a seeming etc. all beautiful images, can spring from devil to cultivate the dead water? What may devil to cultivate the dead water? What may
contradiction of early assertions that the dead water, why does the last stanza come out of the dead water if the devil come out of the dead water if the devil
pearls, peach blossoms, colorful spume, say that nothing beautiful can live in the “cultivates” it? “cultivates” it?
etc. all beautiful images, can spring from dead water? What frame of mind is
the dead water, why does the last stanza revealed when one leaves it to the devil to 4. Interpreting the text. To make the students 4. Interpreting the text. To make the students
say that nothing beautiful can live in the cultivate the dead water? What may come move beyond the literal reading of the text, move beyond the literal reading of the text,
dead water? What frame of mind is out of the dead water if the devil ask them these guide questions: ask them these guide questions:
revealed when one leaves it to the devil to “cultivates” it? a. What does a hopelessly dead water a. What does a hopelessly dead water
cultivate the dead water? What may come stand for? stand for?
out of the dead water if the devil 4. Interpreting the text. To make the b. If the breeze cannot even move the b. If the breeze cannot even move the
“cultivates” it? students move beyond the literal reading of water to produce a ripple, why would one add water to produce a ripple, why would one add
the text, ask them these guide questions: to the pollution by throwing in rusty scraps to the pollution by throwing in rusty scraps
4. Interpreting the text. To make the a. What does a hopelessly dead and left over food and soup? What does such and left over food and soup? What does such
students move beyond the literal reading water stand for? an action signify? an action signify?
of the text, ask them these guide b. If the breeze cannot even move c. From your science, you learn that the c. From your science, you learn that the
questions: the water to produce a ripple, why would green on copper is more of blue-green layer of green on copper is more of blue-green layer of
a. What does a hopelessly dead one add to the pollution by throwing in corrosion that develops on the surface of corrosion that develops on the surface of
water stand for? rusty scraps and left over food and soup? copper when exposed to sulfur and oxide copper when exposed to sulfur and oxide
b. If the breeze cannot even move What does such an action signify? compounds; that the oily film floating on compounds; that the oily film floating on
the water to produce a ripple, why would c. From your science, you learn that water may be caused by decomposition of water may be caused by decomposition of
one add to the pollution by throwing in the green on copper is more of blue-green grease; that the colorful foam or water may be grease; that the colorful foam or water may be
rusty scraps and left over food and soup? layer of corrosion that develops on the caused by cyanobacteria with harmful caused by cyanobacteria with harmful
What does such an action signify? surface of copper when exposed to sulfur cyanotoxins. Why does the poet “romanticize” cyanotoxins. Why does the poet “romanticize”
c. From your science, you learn and oxide compounds; that the oily film versions of these effects of corrosion, versions of these effects of corrosion,
that the green on copper is more of blue- floating on water may be caused by decomposition, and toxicity as “emeralds, silky decomposition, and toxicity as “emeralds, silky
green layer of corrosion that develops on decomposition of grease; that the colorful gauze, or colorful spume?” gauze, or colorful spume?”
the surface of copper when exposed to foam or water may be caused by
sulfur and oxide compounds; that the oily cyanobacteria with harmful cyanotoxins. d. What tone does the poet use, d. What tone does the poet use,
film floating on water may be caused by Why does the poet “romanticize” versions especially in Stanza 3, when he gives in to especially in Stanza 3, when he gives in to
decomposition of grease; that the colorful of these effects of corrosion, fermenting the water into jade wine, etc.? Can fermenting the water into jade wine, etc.? Can
foam or water may be caused by decomposition, and toxicity as “emeralds, water be fermented? Why would that water be fermented? Why would that
cyanobacteria with harmful cyanotoxins. silky gauze, or colorful spume?” fermented water be “jade wine?” fermented water be “jade wine?”
Why does the poet “romanticize” versions
of these effects of corrosion, d. What tone does the poet use, e. What do the small pearls stand for? e. What do the small pearls stand for?
decomposition, and toxicity as “emeralds, especially in Stanza 3, when he gives in to What does their chuckling mean? And how What does their chuckling mean? And how
silky gauze, or colorful spume?” fermenting the water into jade wine, etc.? can their chuckling turn them into big pearls? can their chuckling turn them into big pearls?
Can water be fermented? Why would that Moreover, how do they burst as gnats that Moreover, how do they burst as gnats that
d. What tone does the poet use, fermented water be “jade wine?” steal the drink? steal the drink?
especially in Stanza 3, when he gives in to
fermenting the water into jade wine, etc.? e. What do the small pearls stand for? f. As though the persona relents a little f. As though the persona relents a little
Can water be fermented? Why would that What does their chuckling mean? And how about the hopelessly dead water, he/she about the hopelessly dead water, he/she
fermented water be “jade wine?” can their chuckling turn them into big allows it a “touch of something bright.” To allows it a “touch of something bright.” To
pearls? Moreover, how do they burst as what would this bright touch refer? In what what would this bright touch refer? In what
e. What do the small pearls stand for? gnats that steal the drink? way would the frogs no longer able “to bear way would the frogs no longer able “to bear
What does their chuckling mean? And the silence?’” Why would the dead water (not the silence?’” Why would the dead water (not
how can their chuckling turn them into big f. As though the persona relents a little the frogs) sing/croak its “song of delight?” the frogs) sing/croak its “song of delight?”
pearls? Moreover, how do they burst as about the hopelessly dead water, he/she
gnats that steal the drink? allows it a “touch of something bright.” To g. In the last stanza, what do the last g. In the last stanza, what do the last
what would this bright touch refer? In what two lines signify, considering that the water is two lines signify, considering that the water is
f. As though the persona relents a way would the frogs no longer able “to hopelessly dead and unable to contain any hopelessly dead and unable to contain any
little about the hopelessly dead water, bear the silence?’” Why would the dead form of beauty? On what note does the poem form of beauty? On what note does the poem
he/she allows it a “touch of something water (not the frogs) sing/croak its “song of end then? end then?
bright.” To what would this bright touch delight?”
refer? In what way would the frogs no Reminders: Reminders:
longer able “to bear the silence?’” Why g. In the last stanza, what do the last
would the dead water (not the frogs) two lines signify, considering that the water  The persona in a poem is the role or  The persona in a poem is the role or
sing/croak its “song of delight?” is hopelessly dead and unable to contain character adopted by the author to character adopted by the author to
any form of beauty? On what note does the speak or act in the text. speak or act in the text.
g. In the last stanza, what do the last poem end then?
two lines signify, considering that the  Tone in poetry or prose refers to the  Tone in poetry or prose refers to the
water is hopelessly dead and unable to Reminders: writer's attitude toward the subject or writer's attitude toward the subject or
contain any form of beauty? On what note audience. It may be admiring, afraid, audience. It may be admiring, afraid,
does the poem end then?  The persona in a poem is the role aggravated, aggressive, agitated, aggravated, aggressive, agitated,
or character adopted by the author angry, apathetic, apologetic, sarcastic, angry, apathetic, apologetic, sarcastic,
Reminders: to speak or act in the text. and sardonic. It is the emotional and sardonic. It is the emotional
coloring of the poem. coloring of the poem.
 The persona in a poem is the role  Tone in poetry or prose refers to
or character adopted by the the writer's attitude toward the 5. Critical Reading of the Text 5. Critical Reading of the Text
author to speak or act in the text. subject or audience. It may be
admiring, afraid, aggravated, Remind the students of the brief background Remind the students of the brief background
 Tone in poetry or prose refers to aggressive, agitated, angry, on the writer. That he was killed for his on the writer. That he was killed for his
the writer's attitude toward the apathetic, apologetic, sarcastic, and writings means that his socio-political writings means that his socio-political
subject or audience. It may be sardonic. It is the emotional background calls for a reading beyond an background calls for a reading beyond an
admiring, afraid, aggravated, coloring of the poem. environmentalist’s concern. Ask them to environmentalist’s concern. Ask them to
aggressive, agitated, angry, examine the two interpretations below and examine the two interpretations below and
apathetic, apologetic, sarcastic, 5. Critical Reading of the Text explain which they would agree with, or which explain which they would agree with, or which
and sardonic. It is the emotional parts they would disagree with, and why: parts they would disagree with, and why:
coloring of the poem. Remind the students of the brief
background on the writer. That he was g. In “Dead Water” Wen Yiduo made j. In “Dead Water” Wen Yiduo made
5. Critical Reading of the Text killed for his writings means that his socio- claims to the past. With the claims to the past. With the
political background calls for a reading passage of time the consolidation passage of time the consolidation
Remind the students of the brief beyond an environmentalist’s concern. Ask of the Qing rule and censorship of the Qing rule and censorship
background on the writer. That he was them to examine the two interpretations determined how the fall of the determined how the fall of the
killed for his writings means that his socio- below and explain which they would agree Ming dynasty was remembered, Ming dynasty was remembered,
political background calls for a reading with, or which parts they would disagree imagined and represented, Yiduo imagined and represented, Yiduo
beyond an environmentalist’s concern. with, and why: represented the poets of this era as represented the poets of this era as
Ask them to examine the two they tried to base their poetry on they tried to base their poetry on
interpretations below and explain which d. In “Dead Water” Wen Yiduo past models and make them past models and make them
they would agree with, or which parts made claims to the past. With meaningful for the present meaningful for the present
they would disagree with, and why: the passage of time the generation. The dead water was generation. The dead water was
consolidation of the Qing rule symbolic of the state of China. The symbolic of the state of China. The
a. In “Dead Water” Wen Yiduo and censorship determined how people were desperate and people were desperate and
made claims to the past. With the fall of the Ming dynasty was hopeless. hopeless.
the passage of time the remembered, imagined and
consolidation of the Qing rule represented, Yiduo represented Realizing the lack of new ideas, the Realizing the lack of new ideas, the
and censorship determined the poets of this era as they narrator stated “Here is a ditch of narrator stated “Here is a ditch of
how the fall of the Ming tried to base their poetry on hopelessly dead water / No breeze hopelessly dead water / No breeze
dynasty was remembered, past models and make them can raise a single ripple on it / can raise a single ripple on it /
imagined and represented, meaningful for the present Might as well throw in rusty metal Might as well throw in rusty metal
Yiduo represented the poets of generation. The dead water was scraps / or even pour left-over food scraps / or even pour left-over food
this era as they tried to base symbolic of the state of China. and soup in it” (ll. 1-4).This stanza and soup in it” (ll. 1-4).This stanza
their poetry on past models The people were desperate and makes a powerful statement on makes a powerful statement on the
and make them meaningful for hopeless. the times of China. A ray of hope times of China. A ray of hope had
the present generation. The had sparked the era, the narrator sparked the era, the narrator
dead water was symbolic of Realizing the lack of new ideas, explains to the reader “this ditch of explains to the reader “this ditch of
the state of China. The people the narrator stated “Here is a hopelessly dead water / may still hopelessly dead water / may still
were desperate and hopeless. ditch of hopelessly dead water / claim a touch of something bright / claim a touch of something bright /
No breeze can raise a single [and] the dead water will croak its [and] the dead water will croak its
Realizing the lack of new ideas, ripple on it / Might as well song of delight” (ll. 13-14, 15). song of delight” (ll. 13-14, 15).
the narrator stated “Here is a throw in rusty metal scraps / or
ditch of hopelessly dead even pour left-over food and Poetically, the poem displayed a Poetically, the poem displayed a
water / No breeze can raise a soup in it” (ll. 1-4).This stanza duality of what was potentially duality of what was potentially
single ripple on it / Might as makes a powerful statement on dead could have life and could dead could have life and could
well throw in rusty metal the times of China. A ray of potentially live again. The poem potentially live again. The poem
scraps / or even pour left-over hope had sparked the era, the appeals to the use of nature and appeals to the use of nature and
food and soup in it” (ll. 1- narrator explains to the reader natural elements to symbolically natural elements to symbolically
4).This stanza makes a “this ditch of hopelessly dead stimulate the reader. Despite the stimulate the reader. Despite the
powerful statement on the water / may still claim a touch narrator’s losing hope in the last narrator’s losing hope in the last
times of China. A ray of hope of something bright / [and] the stanza, the reader is stimulated to stanza, the reader is stimulated to
had sparked the era, the dead water will croak its song of believe that a new era is believe that a new era is
narrator explains to the reader delight” (ll. 13-14, 15). approaching and a new social state approaching and a new social state
“this ditch of hopelessly dead is on the verge of beginning. is on the verge of beginning.
water / may still claim a touch Poetically, the poem displayed a
of something bright / [and] the duality of what was potentially h. “Stagnant water”. The "dead k. “Stagnant water”. The "dead
dead water will croak its song dead could have life and could water" symbols, irony , and other water" symbols, irony , and other
of delight” (ll. 13-14, 15). potentially live again. The poem artistic techniques refer to The artistic techniques refer to The
appeals to the use of nature and Northern Warlords, the dark rule, Northern Warlords, the dark rule,
Poetically, the poem displayed natural elements to symbolically the performance of the author, and the performance of the author, and
a duality of what was stimulate the reader. Despite the government's determination the government's determination
potentially dead could have life the narrator’s losing hope in the opposed to darkness. opposed to darkness.
and could potentially live last stanza, the reader is
again. The poem appeals to stimulated to believe that a new The poem of five sections can be The poem of five sections can be
the use of nature and natural era is approaching and a new divided into three parts. the first divided into three parts. the first
elements to symbolically social state is on the verge of part (Section 1) the "dead" water, part (Section 1) the "dead" water,
stimulate the reader. Despite beginning. refers to the old China and the refers to the old China and the
the narrator’s losing hope in emotions of the reality of emotions of the reality of
the last stanza, the reader is e. “Stagnant water”. The "dead corruption. A “Hopeless dead" has corruption. A “Hopeless dead" has
stimulated to believe that a water" symbols, irony , and a profound meaning: it symbolizes a profound meaning: it symbolizes
new era is approaching and a other artistic techniques refer to that in the semi feudal warlords’ that in the semi feudal warlords’
new social state is on the verge The Northern Warlords, the corruption in the dark, semi corruption in the dark, semi
of beginning. dark rule, the performance of colonial old China, is "a ditch of colonial old China, is "a ditch of
the author, and the despair and the poet’s despair and the poet’s
b. “Stagnant water”. The "dead government's determination disappointment. In the second disappointment. In the second
water" symbols, irony , and opposed to darkness. sentence of the poem, "the wind sentence of the poem, "the wind
other artistic techniques refer blowing up a ripple," "cool" and blowing up a ripple," "cool" and
to The Northern Warlords, the The poem of five sections can be "dead" can refer to all the fresh "dead" can refer to all the fresh
dark rule, the performance of divided into three parts. the first ideas and strength that cannot ideas and strength that cannot
the author, and the part (Section 1) the "dead" create the slightest reaction in the create the slightest reaction in the
government's determination water, refers to the old China stagnant water." In the poem’s stagnant water." In the poem’s
opposed to darkness. and the emotions of the reality third, fourth sentences "If you are third, fourth sentences "If you are
of corruption. A “Hopeless to throw some junk-heap, you to throw some junk-heap, you
The poem of five sections can dead" has a profound meaning: might as well throw leftover," might as well throw leftover,"
be divided into three parts. the it symbolizes that in the semi express that the "stagnant water", express that the "stagnant water",
first part (Section 1) the "dead" feudal warlords’ corruption in following the disappointment, following the disappointment,
water, refers to the old China the dark, semi colonial old caused the mood of extreme hate. caused the mood of extreme hate.
and the emotions of the reality China, is "a ditch of despair and If the reality is so dark, desperate, If the reality is so dark, desperate,
of corruption. A “Hopeless the poet’s disappointment. In rather than let it rot completely, rather than let it rot completely,
dead" has a profound the second sentence of the the hopelessly bad will grow more the hopelessly bad will grow more
meaning: it symbolizes that in poem, "the wind blowing up a thoroughly bad, and the new thoroughly bad, and the new
the semi feudal warlords’ ripple," "cool" and "dead" can things may grow stronger. This things may grow stronger. This
corruption in the dark, semi refer to all the fresh ideas and poem expresses here how the poet poem expresses here how the poet
colonial old China, is "a ditch of strength that cannot create the is full of anger, yet has ardent hope is full of anger, yet has ardent hope
despair and the poet’s slightest reaction in the for good things. for good things.
disappointment. In the second stagnant water." In the poem’s
sentence of the poem, "the third, fourth sentences "If you i. In the second part (second, third or l. In the second part (second, third or
wind blowing up a ripple," are to throw some junk-heap, fourth), the poet makes a detailed fourth), the poet makes a detailed
"cool" and "dead" can refer to you might as well throw depiction of the "dead water,” depiction of the "dead water,”
all the fresh ideas and strength leftover," express that the specifically vividly reveals the social specifically vividly reveals the social
that cannot create the slightest "stagnant water", following the status of the old China -- decadent, status of the old China -- decadent,
reaction in the stagnant disappointment, caused the and this expression of the old and this expression of the old
water." In the poem’s third, mood of extreme hate. If the Chinese hatred, anger, sarcasm. Chinese hatred, anger, sarcasm.
fourth sentences "If you are to reality is so dark, desperate,
throw some junk-heap, you rather than let it rot completely, In the third part (the last section), In the third part (the last section),
might as well throw leftover," the hopelessly bad will grow the poet expresses the curse of the poet expresses the curse of
express that the "stagnant more thoroughly bad, and the reality, the eager desire to change reality, the eager desire to change
water", following the new things may grow stronger. reality. In the first two sentences, reality. In the first two sentences,
disappointment, caused the This poem expresses here how the poet, in a very flat tone, asserts the poet, in a very flat tone, asserts
mood of extreme hate. If the the poet is full of anger, yet has that the dark China Society is that the dark China Society is
reality is so dark, desperate, ardent hope for good things. completely negating, denying that completely negating, denying that
rather than let it rot “this is a stagnant ditch of “this is a stagnant ditch of
completely, the hopelessly bad f. In the second part (second, third desperation, definitely not desperation, definitely not
will grow more thoroughly or fourth), the poet makes a beautiful. The ugly reclaiming the beautiful. The ugly reclaiming the
bad, and the new things may detailed depiction of the "dead world – actually, the ugly to the world – actually, the ugly to the
grow stronger. This poem water,” specifically vividly extreme, attempts a ray of hope. extreme, attempts a ray of hope.
expresses here how the poet is reveals the social status of the Therefore, the last two sentences Therefore, the last two sentences
full of anger, yet has ardent old China -- decadent, and this include not only the despair of the include not only the despair of the
hope for good things. expression of the old Chinese poet for the old China, but also the poet for the old China, but also the
hatred, anger, sarcasm. new China’s expectation and new China’s expectation and
c. In the second part (second, longing, with a strong desire to longing, with a strong desire to
third or fourth), the poet In the third part (the last change the reality. change the reality.
makes a detailed depiction of section), the poet expresses the
the "dead water,” specifically curse of reality, the eager desire The poem then comprises a strong The poem then comprises a strong
vividly reveals the social status to change reality. In the first attack and curse of the reign of the attack and curse of the reign of the
of the old China -- decadent, two sentences, the poet, in a dark old Chinese, and expresses dark old Chinese, and expresses
and this expression of the old very flat tone, asserts that the the poet’s deep patriotism. (From the poet’s deep patriotism. (From
Chinese hatred, anger, dark China Society is completely “Stagnant Water” in “Stagnant Water” in
sarcasm. negating, denying that “this is a http://www.et97.com/view/37664. http://www.et97.com/view/37664.
stagnant ditch of desperation, htm) htm)
In the third part (the last definitely not beautiful. The ugly
section), the poet expresses the reclaiming the world – actually,
curse of reality, the eager the ugly to the extreme,
desire to change reality. In the attempts a ray of hope.
first two sentences, the poet, in Therefore, the last two
a very flat tone, asserts that sentences include not only the
the dark China Society is despair of the poet for the old
completely negating, denying China, but also the new China’s
that “this is a stagnant ditch of expectation and longing, with a
desperation, definitely not strong desire to change the
beautiful. The ugly reclaiming reality.
the world – actually, the ugly
to the extreme, attempts a ray The poem then comprises a
of hope. Therefore, the last strong attack and curse of the
two sentences include not only reign of the dark old Chinese,
the despair of the poet for the and expresses the poet’s deep
old China, but also the new patriotism. (From “Stagnant
China’s expectation and Water” in
longing, with a strong desire to http://www.et97.com/view/376
change the reality. 64.htm)

The poem then comprises a


strong attack and curse of the
reign of the dark old Chinese,
and expresses the poet’s deep
patriotism. (From “Stagnant
Water” in
http://www.et97.com/view/37
664.htm)
D. References: D. References: D. References: D. References:

TM/TG Pages: 49-55 TM/TG Pages: 49-55 TM/TG Pages: 49-55 TM/TG Pages: 49-55
LM Page: 69-72 LM Page: 69-72 LM Page: 69-72 LM Page: 69-72
Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet Additional Learning Materials: Internet
E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies: E. Activity/Strategies:

 The teacher will ask the students  The teacher will ask the students to  The teacher will ask the students to  The teacher will ask the students to
to perform these contextualized perform these contextualized perform these contextualized perform these contextualized
activities to make the poem more activities to make the poem more activities to make the poem more activities to make the poem more
relevant to their concerns. relevant to their concerns. relevant to their concerns. relevant to their concerns.

1. Academic: Write a two-paragraph 1. Academic: Write a two-paragraph 1. Academic: Write a two-paragraph 1. Academic: Write a two-paragraph
description of the most polluted Philippine description of the most polluted Philippine description of the most polluted Philippine description of the most polluted Philippine
river, the Marilao River. Focus on the river, the Marilao River. Focus on the river, the Marilao River. Focus on the details of river, the Marilao River. Focus on the details of
details of its pollution and the hazards details of its pollution and the hazards its pollution and the hazards these bring. its pollution and the hazards these bring.
these bring. Make the third paragraph a these bring. Make the third paragraph a Make the third paragraph a crucial step to Make the third paragraph a crucial step to
crucial step to revive it and make it “alive” crucial step to revive it and make it “alive” revive it and make it “alive” and fresh again. revive it and make it “alive” and fresh again.
and fresh again. and fresh again.
2. Art and Design: Prepare a visual graphic of 2. Art and Design: Prepare a visual graphic of
2. Art and Design: Prepare a visual graphic 2. Art and Design: Prepare a visual graphic the highly polluted Marilao River. Focus on the the highly polluted Marilao River. Focus on the
of the highly polluted Marilao River. Focus of the highly polluted Marilao River. Focus images that contribute to its hopelessly dead images that contribute to its hopelessly dead
on the images that contribute to its on the images that contribute to its state. Accompany the visual with a two- state. Accompany the visual with a two-
hopelessly dead state. Accompany the hopelessly dead state. Accompany the paragraph description of the stagnant water paragraph description of the stagnant water
visual with a two-paragraph description of visual with a two-paragraph description of and its implications on public health. and its implications on public health.
the stagnant water and its implications on the stagnant water and its implications on
public health. public health. 3. Sports: Explain how swimming in a polluted 3. Sports: Explain how swimming in a polluted
river or lake can be very dangerous for river or lake can be very dangerous for
3. Sports: Explain how swimming in a 3. Sports: Explain how swimming in a athletes. athletes.
polluted river or lake can be very polluted river or lake can be very
dangerous for athletes. dangerous for athletes. 4. Tech Voc: Pretend that you are the 4. Tech Voc: Pretend that you are the
secretary of the Department of Environment secretary of the Department of Environment
4. Tech Voc: Pretend that you are the 4. Tech Voc: Pretend that you are the and Natural Resources. Write an urgent and Natural Resources. Write an urgent
secretary of the Department of secretary of the Department of program of action to clean up the Marilao program of action to clean up the Marilao
Environment and Natural Resources. Environment and Natural Resources. Write River and transform it into a clean, toxic-free River and transform it into a clean, toxic-free
Write an urgent program of action to an urgent program of action to clean up the river that can “support and protect the river that can “support and protect the
clean up the Marilao River and transform Marilao River and transform it into a clean, livelihoods of the people and wildlife that livelihoods of the people and wildlife that
it into a clean, toxic-free river that can toxic-free river that can “support and depend on these waterways and the life- depend on these waterways and the life-
“support and protect the livelihoods of the protect the livelihoods of the people and sustaining resources that they provide.” sustaining resources that they provide.”
people and wildlife that depend on these wildlife that depend on these waterways
waterways and the life-sustaining and the life-sustaining resources that they
resources that they provide.” provide.”
Assessment:
Assessment: Assessment: Assessment:
 Quiz
 Quiz  Quiz  Quiz
1) The teacher will let the students
discuss react on how important is 1) The teacher will let the students 1) The teacher will let the students 1) The teacher will let the students
the critical reading of various text. discuss react on how important is discuss react on how important is the discuss react on how important is the
the critical reading of various text. critical reading of various text. critical reading of various text.
Summary
Summary Summary Summary
This creative reaction to a hopelessly dead
ditch water emphasizes how useless and This creative reaction to a hopelessly dead This creative reaction to a hopelessly dead This creative reaction to a hopelessly dead
polluted it has become. ditch water emphasizes how useless and ditch water emphasizes how useless and ditch water emphasizes how useless and
polluted it has become. polluted it has become. polluted it has become.
1. It satirizes the fermentation, corrosion,
and toxification that happen through 1. It satirizes the fermentation, corrosion, 1. It satirizes the fermentation, corrosion, and 1. It satirizes the fermentation, corrosion, and
seemingly beautiful images of emeralds and toxification that happen through toxification that happen through seemingly toxification that happen through seemingly
(patina of corrosion), silky gauze (grease seemingly beautiful images of emeralds beautiful images of emeralds (patina of beautiful images of emeralds (patina of
decomposition), and colorful spume (toxic (patina of corrosion), silky gauze (grease corrosion), silky gauze (grease decomposition), corrosion), silky gauze (grease decomposition),
cyanobacteria). decomposition), and colorful spume (toxic and colorful spume (toxic cyanobacteria). and colorful spume (toxic cyanobacteria).
cyanobacteria).
2. Greater irony is created through images 2. Greater irony is created through images of 2. Greater irony is created through images of
of graver spoilage presented as pretty 2. Greater irony is created through images graver spoilage presented as pretty objects, graver spoilage presented as pretty objects,
objects, like jade wine (green liquid of of graver spoilage presented as pretty like jade wine (green liquid of corrosion), like jade wine (green liquid of corrosion),
corrosion), pearls (of scum), etc. objects, like jade wine (green liquid of pearls (of scum), etc. pearls (of scum), etc.
corrosion), pearls (of scum), etc.
3. In ultimate frustration, the persona 3. In ultimate frustration, the persona leaves 3. In ultimate frustration, the persona leaves
leaves the cultivation of this dead water to 3. In ultimate frustration, the persona the cultivation of this dead water to a devil the cultivation of this dead water to a devil
a devil even, and sees what kind of world leaves the cultivation of this dead water to even, and sees what kind of world can ensue. even, and sees what kind of world can ensue.
can ensue. a devil even, and sees what kind of world
can ensue. 4. While these images, as well as the sarcastic 4. While these images, as well as the sarcastic
4. While these images, as well as the and ironic tone deplore the hopelessness of and ironic tone deplore the hopelessness of
sarcastic and ironic tone deplore the 4. While these images, as well as the the polluted water, this decayed water may be the polluted water, this decayed water may be
hopelessness of the polluted water, this sarcastic and ironic tone deplore the seen as a criticism of China and its political, seen as a criticism of China and its political,
decayed water may be seen as a criticism hopelessness of the polluted water, this even moral decay. And if the dead water even moral decay. And if the dead water
of China and its political, even moral decayed water may be seen as a criticism cannot be rehabilitated, even by the symbolic cannot be rehabilitated, even by the symbolic
decay. And if the dead water cannot be of China and its political, even moral decay. devil, China cannot be revitalized by the devil, China cannot be revitalized by the
rehabilitated, even by the symbolic devil, And if the dead water cannot be Kuomintang and political rivalries (at the Kuomintang and political rivalries (at the
China cannot be revitalized by the rehabilitated, even by the symbolic devil, time). time).
Kuomintang and political rivalries (at the China cannot be revitalized by the
time). Kuomintang and political rivalries (at the
time).
F. Remarks: F. Remarks: F. Remarks: F. Remarks:

This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and This learning area English for Academic and
Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in the Professional Purposes contained 80 hours in the
whole semester with 1 hour per session. whole semester with 1 hour per session. whole semester with 1 hour per session. whole semester with 1 hour per session.

Prepared by: Checked by: Noted by: Approved:

JEMAR M. BANDAJA JOAN B. CAHILOG ALLAN H. PALMA GIL MARILYN S. CAPIÑA, ED.D.
SHS Teacher 1 Master Teacher, Academic Track SHS Focal Person Secondary School Principal IV