DLP Final (The Truly Great)

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Nueva Vizcaya
Solano High School
Solano, Nueva Vizcaya
Daily Lesson Log in

A Journey through Anglo – American
Literature
SCHOOL Solano High School GRADE Grade 9 – Dalton
LEVEL
LEARNING English TIME 8:30 – 9:30 AM

K TO 12
AREA
DAILY
TEACHING December 7, 2023 TIME 60 minutes
LESSON DATE ALLOTMENT
PLAN TOPIC “The Truly Great” by QUARTER Second

Stephen Spender, 1928.
TEACHER GARMALIO BRUCE D. DOMINGO, JR.
I. OBJECTIVES
A. Content/ Grade The learner demonstrates communicative competence through

his/her understanding of British-American Literature, including
Level Standard
Philippine Literature and other text types for a deeper appreciation
of Philippine Culture and those of other countries.
B. Learning Analyze literature through VUCA (Volatile, Uncertain, Complex,

Competency/ and Ambiguous) world
Objective
II. CONTENT
“The Truly Great” written in 1928 by Stephen Spender
(Subject Matter that the
teacher aims to teach)
III. LEARNING RESOURCES
Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

Telephone Nos.: (078) 392-0786
Email Address:nv.300646@deped.gov.ph
Solano High School
A. Reference
1. Learner’s Material Quarter 2 – Module 2: Analyze literature through VUCA

pages (Volatile, Uncertain, Complex, and Ambiguous) world
-Visual Aids
-PowerPoint Presentation
-Copy of the poem
-Markers and Manila paper
- https://youtu.be/tht0aJvzIJ4
- https://www.poetryfoundation.org/poems/54715/the-truly-great
IV. PROCEDURES
Teacher’s Activity
Preparatory Activities  Greetings

 Prayer
 C-O-D-A
Checking of the
Cleanliness of the Room
Orderliness of the Room
Daily Attendance
Setting of Standards
A. Review or Previous Students will be grouped into
Lesson/ Presentation of 5:
the New Lesson
Group 1
Group 2
Group 3
Group 4
Group 5
Standing Score!!!
General Rule:
 Answer follow-up
questions to earn group
points.
 When you hear

"standing score," your
group representative
should state your score;
the first to say it will be

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given an additional 1
point.
 Add the points earned

from follow-up
questions and the
"standing score" to your
group's general
performance activity
score.
Introspective Question
(Recitation): A portrait of Students will answer to earn
great characters will be shown their points in their group:
to students:
- Dr. Jose P. Rizal

Who is familiar with the above
photo?
- was a multifaceted
intellectual and a
Who is Dr. Jose Rizal? political activist, best
known for his political
writings that inspired
the Philippine
Why is he considered as great revolution and
National Hero? ultimately led to his
execution by the
Spanish colonizers.

Solano High School
How about this photo? - Darna
Who is Darna and why is she invincible with her super

considered as great famous strength & speed, power of
comics hero? flight, and invulnerability to all
man-made weapons that she
uses to serving the people.
Lastly, what about this famous Hidilyn Francisco Diaz-

Naranjo
FIlipino first-ever Olympic
gold medalist?
Why do we consider her as Because she is a Filipino

weightlifter and airwoman. She
great in the sports field? holds two Olympic records in

Solano High School
weightlifting for her
performance at the women's 55
kg category for weightlifting at
the 2020 Summer Olympics.
 What does it mean to be vocabulary.com – great

Great? describes things that are very
good, large, or important.
 How can you say that a Recognizing greatness in a

person is great? person depends on their
achievements, positive
influence, leadership, moral
character, and contributions to
society. It's a subjective
judgment based on personal
values.
 What are the Greatness is marked by a

characteristics of being combination of exceptional
great? skills, relentless dedication,
continuous learning,
adaptability, and a positive
impact on others.
B. Establishing a Purpose By the end of the discussion, the learners should be able to:
for the Lesson
a. Identify specific lines which use symbolism, metaphor,
and imagery;
b. Interpret the literary text based on their understanding

background, and experiences; and
c. Show appreciation on Stephen Spender “The Truly Great”

by evolving thematic realizations and being able to
explicate them.

Solano High School
C. Presenting Examples/
Instances of the New
Lesson
https://youtu.be/tht0aJvzIJ4
The Truly Great

BY STEPHEN SPENDER
1
I think continually of those who were truly great.
2
Who, from the womb, remembered the soul’s history
3
Through corridors of light, where the hours are suns,
4
Endless and singing. Whose lovely ambition
5
Was that their lips, still touched with fire,
6
Should tell of the Spirit, clothed from head to foot in song.
7
And who hoarded from the Spring branches
8
The desires falling across their bodies like blossoms.
9
What is precious, is never to forget
10
The essential delight of the blood drawn from ageless springs
11
Breaking through rocks in worlds before our earth.
12
Never to deny its pleasure in the morning simple light
13
Nor its grave evening demand for love.
14
Never to allow gradually the traffic to smother
15
With noise and fog, the flowering of the spirit.
16
Near the snow, near the sun, in the highest fields,
17
See how these names are fêted by the waving grass
18
And by the streamers of white cloud
19
And whispers of wind in the listening sky.
20
The names of those who in their lives fought for life,
21
Who wore at their hearts the fire’s centre.
22
Born of the sun, they travelled a short while toward the sun
23
And left the vivid air signed with their honour.
(Take note of how the speaker read the poem)

Solano High School
Important Vocabulary: Here are the meanings of the

challenging words from the poem, along with examples:
1. Corridors – Passageways or long hallways.
In sentence: "The hotel had grand corridors adorned with

beautiful artwork."
2. Hoarded – Accumulated and stored away.
In sentence: "He hoarded a collection of rare coins in a hidden

treasure chest."
3. Smother – Cover or stifle with something.
In sentence: "The thick blanket seemed to smother the flames of

the small campfire."
4. Fêted – Celebrated or honored.
In sentence: "The renowned author was fêted at a literary award

ceremony."
5. Vivid – Bright, distinct, and intense in color or imagery.
In sentence: "Her vivid description painted a clear picture of the

breathtaking sunset."

Solano High School
D. Discussing new concept Didactic Approach and
or practicing new skills #1 Methodology: Each group will
be given a task to work on as a
group:
Intellectual Discussion
1. List lines from “The 1. Visual Imagery:
Truly Great” that can be
categorized as imagery: "corridors of light" – This
metaphorical expression
suggests a journey or passage
Imagery – is language used by through spaces illuminated with
poets, novelists and other brightness and clarity.
writers to create images in the
mind of the reader. "hours are suns" – By
comparing hours to suns, the
1. Visual imagery (sight) poet emphasizes the brilliance,
2. Auditory imagery (hearing) warmth, and vitality inherent in
3. Olfactory imagery (smell) each fleeting moment. This
4. Gustatory imagery (taste) perspective encourages the
5. Tactile imagery (touch) reader to appreciate the
richness of time,
acknowledging the potential for
profound and enlightening
experiences in even the smallest
increments.
"lips, still touched with fire" –

This expression suggests that
the individuals being described,
who are considered "truly
great," retain a fervent and
dynamic spirit even as they
speak or express themselves.
"Spring branches" – This

metaphorical expression is
likely used to symbolize the
renewal, growth, and
blossoming associated with
spring.

Solano High School
"blossoms" – The metaphor
suggests a sense of beauty,
fertility, and the manifestation
of aspirations.
"streamers of white cloud" –

symbolizes a visual
representation of honor,
recognition, or celebration for
those who were "truly great."
2. Auditory Imagery
"Endless and singing" – This
expression creates an image of
an eternal and harmonious
experience, potentially
associated with the souls or
spirits of those who were "truly
great."
"tell of the Spirit, clothed from

head to foot in song" -
expression that conveys the
idea of embodying the essence
of one's spirit through the
medium of song.
"whispers of wind in the

listening sky" - expression that
captures the gentle and subtle
sounds of nature, specifically
the wind, as it interacts with the
sky.
“With noise and Fog” – Noise

describes distractive sounds
from the poem.
3. Olfactory Imagery
"blossoms" - an example of
olfactory imagery through the
association of blossoms with a

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particular scent.
"the flowering of the spirit" –
Subtly evoke the idea of a
pleasant aroma associated with
blossoming flowers.
4. Gustatory Imagery
"pleasure in the morning simple
light" - the idea of "morning"
with the concept of breakfast or
the beginning of the day, one
could potentially make a
metaphorical connection to the
pleasure of morning tastes, like
the taste of breakfast foods.
"evening demand for love" –

associating the love with sweet
flavors or tastes in a more
abstract sense.
5. Tactile Imagery
"lips, still touched with fire" - it
invokes a sensory experience
related to the sense of touch.
"desires falling across their

bodies like blossoms" – his
metaphorical expression
engages the sense of touch by
likening desires to something
tangible—blossoms.
Intellectual Discussion
2. List lines from “The

Solano High School
Truly Great” that can be
classified as metaphor. Metaphor:
1. “Through corridors of light,

Metaphor – is a figure of where the hours are suns” –
speech that, for rhetorical Describing time as "corridors
of light" and "hours as suns"
effect, directly refers to one
metaphorically conveys the
thing by mentioning another.
idea of time being luminous and
Ex: Time is gold – time is significant, emphasizing the
important. richness and importance of
each moment.
2. "And who hoarded from the

Spring branches
The desires falling across their
bodies like blossoms." –
describing desires as "falling
across their bodies like
blossoms" metaphorically
likens desires to delicate,
fragrant blossoms, creating a
vivid image of desire as
something beautiful and
sensory.
3. “The names of those who in

their lives fought for life,
Who wore at their hearts the
fire’s centre." – Referring to the
hearts of individuals as having
"the fire's centre"
metaphorically represents a
passionate and intense
commitment to life, suggesting
a burning and vital core.
4. "Born of the sun, they

travelled a short while toward
the sun" – Describing
individuals as "born of the sun"
and traveling "toward the sun"
metaphorically associates them

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with the sun's qualities,
symbolizing brightness,
warmth, and a journey toward
greatness.
5. "And left the vivid air signed

with their honour." –
Describing the air as "vivid"
and "signed with their honour"
Aesthetic Discussion metaphorically conveys the
lasting impact and influence of
3. List specific lines from these individuals, suggesting
“The Truly Great” that that their honor remains
use symbolism. palpable in the atmosphere.
Symbolism – is a literary
device in which a symbol, Symbolism:
whether it be a word, character, 1. "Through corridors of light,
object, or concept, is used to where the hours are suns" – The
represent something beyond its "corridors of light" symbolize a
literal meaning. path of enlightenment or
spiritual journey, while "hours
as suns" symbolize the
significance and brilliance of
each moment in one's life.
2. "And who hoarded from the

Spring branches
The desires falling across their
bodies like blossoms." –
Desires represented as
"blossoms" symbolize the
beauty, fragility, and potential
fulfillment of one's aspirations,
while "Spring branches" may
symbolize the source or origin
of these desires.
3. “Never to deny its pleasure in

the morning simple light
Nor its grave evening demand
for love." – The "morning
simple light" and "grave

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evening demand for love"
symbolize the cyclical nature of
life, with morning representing
new beginnings and evening
representing a reflective and
emotional aspect.
4. "Near the snow, near the sun,

in the highest fields,
See how these names are fêted
by the waving grass
And by the streamers of white
cloud
And whispers of wind in the
listening sky." – The "highest
fields" symbolize a lofty or
elevated status, while the
"waving grass," "streamers of
white cloud," and "whispers of
wind" symbolize the natural
world's acknowledgment and
celebration of those who fought
for life.
5. "And left the vivid air signed

with their honour.” – The "vivid
air signed with their honour"
symbolizes the lasting impact
and legacy left by these
individuals, suggesting that
their honor and influence are
palpable in the surrounding
atmosphere.
E. Discussing new Literary Discussion

concepts and practicing
new skills #2 4. Interpret the literary text
based on your understanding
and personal experience; cite
concrete scenarios that support
your answer.

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As a student in simple way,

how can you exceptionally say
- As a student, "Truly
that you are great?
Great" teaches us that
being truly great is not
just about good grades.
In what way you can say that
It's also about being
you are great?
kind and helpful to
others. For example,
when students help each
other through tough
times or do something
good for their
community, that's true
How will you apply or show greatness.
your being great to your fellow
students?
- In simple ways, as a
student I will take time
to tutor my classmate
struggling with that
subject, demonstrating
patience and a
willingness to help and
succeed academically.
This act of kindness and
support goes beyond
personal success and
reflects the qualities of
true greatness within us
as students.
F. Developing mastery Thematic Synthesis
(Leads to Formative A theme is a universal truth or

Assessment) idea, lesson, or message

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explored throughout a work of
literature.
Kindness Matters: The poem

5. What theme can be deduced suggests that being kind and
from Stephen Spender’s “The helpful to others is a key aspect
Truly Great”? How does this
of true greatness.
theme shed light to the
meaning or essence of the
poem?
A Respect of those Truly Great
Guide Questions: People – the poet thinks about
a. What universal truth people who were really great.
can you deduced from He acknowledges and honors
the poem The Truly those who dedicated their
Great. efforts and energy to the cause
of life, perhaps in various forms
such as defenders of justice,
advocates for human rights, or
individuals who fought against
adversity and challenges.
Real Greatness is Humble – It

highlights the idea that truly
b. In the third stanza, “The great people don't boast about
names of those who in their achievements; they quietly
their lives fought for make a positive impact.
life, who wore at their
hearts the fire’s centre.”
What does it mean? We All Can Be Great – The
poem implies that everyone has
c. What character does a the potential for greatness
great individual through simple acts of
possess? compassion and understanding.
G. Finding practical Introspective Question:
applications of concepts
and skills in daily living What are the qualities of being Qualities of being great include
great and how will you apply hard work, kindness, and
these as a student in real-life determination. As a student, I'll
situations. apply these by working
diligently on my studies, being

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kind to classmates, and staying
determined to overcome
challenges.
H. Making Direction: Think of words
generalizations and representing each letter, these
abstractions about the words should relate to the
meaning of the poem.
lesson
G– Guidance
R– Remembering
E– Essential
A– Appreciation
T– Tenacity
Use the words given in a "The poem "The Truly Great" is

sentence to describe the a guiding reflection that
significance of the message of remembers the essential
the poem. appreciation of life, portraying
individuals of great tenacity and
passion who aspire to convey
the spirit through their fiery
words."
I. Evaluating Learning Literature Circles Presentation
Scoring Rubric:
Language Facility – 5
Content – 15
Fidelity to Task – 30
Total – 50
J. Additional activities Assignment: Choose one of the different activities listed below
for application or following its given rubric to be submitted next week.
remediation

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Criteria Excellent (5) Good (4) Needs Inadequate (1)
Satisfactory (3) Improvement
(2)
- Information is
Content - Clear, concise, - Mostly clear somewhat - Limited - Information is
and accurate and accurate unclear or clarity and confusing and
information. information. inaccurate. accuracy. incorrect.
Creativity - Exceptionally - Creative - Adequate - Limited
creative and design that creativity with creativity; - Uninspired
engaging enhances room for design lacks design; lacks
design. content. improvement. appeal. creativity.
- Visually - Generally, - Some - Limited visual -Unattractive
appealing with visually elements of appeal; design design; lacks
Visual Appeal effective use of appealing. visual appeal, is bland. visual appeal.
color, layout, but consistent.
and graphics.
- Limited
- Well- - Information is -Organization is organization; - Poorly
Organization organized; organized but somewhat content is organized;
content flows may lack confusing or difficult to difficult to
logically. cohesion. disjointed. follow. understand.
Clarity of - Message is - Message is - Message is
Message - Message is mostly clear but somewhat difficult to - Message is
clear and easily may be unclear or discern. entirely unclear.
understood. ambiguous. confusing.
1. Illustrate your understanding of “The Truly Great” through traditional or digital

posters.
Rubric

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2. Compose a song based on the “The Truly Great” by Stephen Spender.
Rubric
Description Score
Excellent: 5
Good: The song composition is outstanding in terms of creativity, originality,
and musicality. It demonstrates a profound understanding of musical elements
and effectively conveys a unique message or emotion. Both lyrics and melody
are exceptionally crafted, resulting in an exceptional and memorable
4
composition.
Satisfactory: The song composition is well-crafted, showing creativity and
originality. It effectively communicates a message or emotion through a
thoughtful combination of lyrics and melody. While not flawless, it
demonstrates a solid understanding of musical elements and engages the
3
listener.
Needs Improvement: The song meets basic requirements for composition,
demonstrating some creativity and effectiveness in conveying a message or
emotion. There may be areas where improvement is needed, such as refining
lyrics, melody, or overall structure, but the composition is satisfactory.
2
Inadequate: The song composition is significantly lacking in creativity,
originality, and effectiveness. It may struggle to convey a clear message or
emotion, and there are substantial weaknesses in lyrics, melody, or structure.
Major revisions are required to bring the composition up to a satisfactory
1
level.
3. Create a TikTok video that voice the message of the poem “The Truly Great.”
Rubrics
Description Score
Excellent 5
Good: The video presentation is exceptional. It is clear, well-organized, and 4

engaging. The content is communicated effectively, and the visuals enhance
the overall message. The presenter demonstrates confidence and a strong
connection with the audience.
Satisfactory: The video presentation is good. It effectively communicates the 3
content with clarity and organization. The visuals contribute to the message,
and the presenter demonstrates a reasonable level of confidence. The audience
is likely to stay engaged.
Need Improvement: The video presentation falls short in terms of clarity, 2
organization, or engagement. There may be difficulties in understanding the
content, and visuals may not effectively support the message. The presenter
appears less confident.
Inadequate: The video presentation is significantly lacking in clarity, 1
organization, and engagement. The content is confusing or poorly
communicated, and visuals do not effectively support the message. The
presenter lacks confidence and connection with the audience.

Solano High School
4. Create a unique spoken poetry based on the poem.
Rubric
Description Score
Excellent 5
Good: The spoken poetry performance is exceptional. The poet effectively conveys
the emotion and message of the poem with clear enunciation, expressive delivery, and 4
appropriate pacing. The performance captivates the audience, demonstrating a deep
understanding of the poem's nuances.
Satisfactory: The spoken poetry performance is good. The poet communicates the
emotion and message effectively, with clear enunciation and expressive delivery. 3
Pacing is generally appropriate, and the performance holds the audience's attention.
Need Improvement: The spoken poetry performance meets basic requirements. The
poet conveys the emotion and message adequately, with mostly clear enunciation and 2
expressive delivery. Pacing is generally appropriate, though there may be some
inconsistencies.
Inadequate: The spoken poetry performance falls short in terms of clarity,
expression, or pacing. Enunciation may be unclear, and the delivery lacks 1
expressiveness. Pacing may be too fast or too slow, impacting the overall impact of the
performance.
5. Make a reflection paper about real life application of the poem.
Rubric
Description Score
Excellent: The reflection paper demonstrates profound insight and thoughtful 5

analysis. The writer effectively connects personal experiences with relevant concepts or
theories. Ideas are well-organized, and the reflection goes beyond surface-level
observations, showcasing a deep understanding of the subject matter.
Good: The reflection paper shows a solid understanding of the topic. Personal
experiences are connected to concepts or theories with clarity. Ideas are well- 4
organized, and the paper reflects thoughtful analysis, though there may be some areas
for further exploration.
Satisfactory: The spoken poetry performance is good. The poet communicates the
emotion and message effectively, with clear enunciation and expressive delivery. 3
Pacing is generally appropriate, and the performance holds the audience's attention.
Need Improvement: The reflection paper meets basic requirements. Personal
experiences are discussed, and there is evidence of understanding, but the connection to 2
concepts or theories may be somewhat lacking. The paper is organized, but analysis
may be limited.
Inadequate: The reflection paper falls short in terms of depth and analysis. Personal
experiences may be mentioned, but the connection to concepts or theories is unclear. 1
The organization may lack coherence, and the reflection needs more thorough
exploration.

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V. Reflections
 No. of learners who earned 80% in the

evaluation
 No. of learners who require additional
activities for remediation (those who
scored below 80%)
 Did the remedial lessons work? No. of
learners who have caught up with the
lesson
 No. of learners who continue to require
remediation
 Which of my teaching strategies Strategies used that worked well:
worked well? Why did this work?
___ Group collaboration
___ Answering activities
___ Reading paragraphs
___ Recitation
___ Lecture Method
___ Games
Other strategies: __________________
Why?
___ Complete IMs
___ Availability of Materials
___ Learners’ eagerness to learn
___ Group member’s cooperation in doing their

tasks

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Other reasons: _______________________
 What difficulties did I encounter which ___ Bullying among learners

my Cooperating Teacher can help me
solve? ___ Learners’ behavior/attitude
___ Unavailable technology equipment

(AVR/LCD)
___ Additional clerical works
_____________________________________
Planned Innovations:
___ Localized Videos
___ Recycling of plastics to be used as

instructional materials
___ Local poetical composition
Other planned innovations:
Prepared by:
GARMALIO BRUCE D. DOMINGO, JR.

Field Study Student
Noted:
ALDWIN JOSEPH CHAN DERIJE, MALL

Teacher III
Approved:
NOVIE SANTIAGO-NAGUIT, EdD

Solano High School
Head Teacher III, English Dept.


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Republic of the Philippines

Daily Lesson Log in

LEARNING English TIME 8:30 – 9:30 AM

PLAN TOPIC “The Truly Great” by QUARTER Second

TEACHER GARMALIO BRUCE D. DOMINGO, JR.

A. Content/ Grade The learner demonstrates communicative competence through

B. Learning Analyze literature through VUCA (Volatile, Uncertain, Complex,

III. LEARNING RESOURCES

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

1. Learner’s Material Quarter 2 – Module 2: Analyze literature through VUCA

Preparatory Activities  Greetings

 When you hear

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

 Add the points earned

- Dr. Jose P. Rizal

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

How about this photo? - Darna

Who is Darna and why is she invincible with her super

Lastly, what about this famous Hidilyn Francisco Diaz-

Why do we consider her as Because she is a Filipino

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

 What does it mean to be vocabulary.com – great

 How can you say that a Recognizing greatness in a

 What are the Greatness is marked by a

b. Interpret the literary text based on their understanding

c. Show appreciation on Stephen Spender “The Truly Great”

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

The Truly Great

(Take note of how the speaker read the poem)

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

Important Vocabulary: Here are the meanings of the

1. Corridors – Passageways or long hallways.

In sentence: "The hotel had grand corridors adorned with

2. Hoarded – Accumulated and stored away.

In sentence: "He hoarded a collection of rare coins in a hidden

3. Smother – Cover or stifle with something.

In sentence: "The thick blanket seemed to smother the flames of

4. Fêted – Celebrated or honored.

In sentence: "The renowned author was fêted at a literary award

5. Vivid – Bright, distinct, and intense in color or imagery.

In sentence: "Her vivid description painted a clear picture of the

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

"lips, still touched with fire" –

"Spring branches" – This

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

"streamers of white cloud" –

"tell of the Spirit, clothed from

"whispers of wind in the

“With noise and Fog” – Noise

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

"evening demand for love" –

"desires falling across their

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

1. “Through corridors of light,

2. "And who hoarded from the

3. “The names of those who in

4. "Born of the sun, they

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

5. "And left the vivid air signed

2. "And who hoarded from the

3. “Never to deny its pleasure in

Address: Gen. Luna St., Brgy. Quirino,Solano, Nueva Vizcaya

4. "Near the snow, near the sun,