A Detailed Lesson Plan in English (Grade 9)

Preapred By: Marichernelle Dela Pena

I. OBJECTIVES
At the end of the1-hour lesson, students with 85% mastery, will be able to:
a). distinguish the features present in poetry and prose;
b). compare and contrast similar informationpresented in different texts; and
c). relate the poem to a real life situation

II. SUBJECT MATTER

a). Topic : The Man with the Hoe vs Sonnet 29
b). Reference/s: Almonte, L. And Soliaban, A.C. et.al (2014), A Journey Through
Anglo-American Literature (pp. 116-118). 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City: Department of Education
c). Materials : Visual Aids, Tube of Cartolina and Power Point Presentation

III. DAILY ROUTINE

Teacher’s Activity Student’s Activity
a. Greetings

“Good morning, class!”

“Good morning, Ma’am Chernelle!”

b.Opening Prayer

“Before we start, please lead the opening

prayer.”
“Let’s bow our heads and feel the presence of
God.”
(The student starts leading the prayer)

“Before you sit, kindly pick up the trash

around your area and arrange your chairs.” “Yes, Ma’am!”

“How’s your day, class?” “We’re fine, Ma’am.”

 “That is good to hear.”

c.Checking of Attendance

“Now, let’s check your attendance. Ms.

Secretary, who are the absentees today?”

“None, Ma’am. Everyone is present.”

“Great!”

d. Daily Review

“Last meeting, we have discuss Finding

Others Greatness with the poem Auld Lang
Syne.”

“Yes Ma’am.”
“What is the poem all about?”

“Ma’am it is all about friendship.”

“Exactly, what makes the persona great in the
poem?”
“The person is inspired with his friend that is
always rembers what they gone together in
“Yes, very well said. After our discussion the old time.”
about Auld Lang Syne, we also discuss the
poem I Think Continually to Those Who were
Truly Great.”
“Yes, Ma’am.” ”

“What is the poem all about?”

“Ma’am it is all about the greatness of
others.”
 “Exactly, how does the personas greatness
serve as their legacy.”
“It serve as their legacy because of the things
that they do to become great.”
“Very good.”

“Do you have any questions regarding our

lesson last meeting?” “None Ma’am.”

“If that so, let’s start our next lesson. With a

quick activity.”
IV. LESSON PROPER
Teacher’s Activity Student’s Activity
A. Activity/Analysis
Title: Jigsaw Puzzle
“In this activity, I need seven groups. ”
When your group is already complete you
will raise your hands and should for your
group number, one member of the group will
go infront and get the envelope. You will get
to see the puzzle and have the chance to start.
After completing the puzzle, raise your hands
and paste them on the board. The first group
finished the puzzle that ends the game. You
only have five minutes to do the activity.”
“Yes Ma’am.”
“Are my instruction clear?”

“You may go to your seats and timer starts

now.”

“Okey times up,.”

(Students will do the said activity)
“Let’s give them around of applause.”
“Settle down and reamin seated with your
groups.”
“Yes, Ma’am.”
 Teacher’s Activity Student’s Activity

B. Abstraction

“Look at the picture closely, what can you

infer about him from his facial expression,
pose and clothing?”
“The man looks hopeless. ”
“Yes, good idea. Any other answers?”

“It looks that the man is working in the farm

and he looks tired. His slack-jawed mouth and
his leaning on the hoe make him look tired.
His clothing is plain and appropriate working
in the fields.”
“Excellent! Based on the picture, can you
identify what is the time of the day?”
“Based on the color of the sky and the
weariness of the man, the painting could
portray the end of the day. It might also
portray the morning: the man could be weary
for several days of work and he portrayed
taking break.”
“Definitely. By the late 1800s. Jean Francisco
Millet’s Man with the Hoe was a well known
private collection in San Francisco. The
painting became one of the famous in the
United States at the turn of the 20th century,
and it inspired an American poet named
Edwin Markham to write a poem titled “The
Man with the Hoe” in 1899”

“Edwin Markham was an american poet and

became the headmaster of Tompkins
Observation School in Oakland. He was
inspired by the paiting that he came up to
write a poem, where this poem tells about
farmer who was force to work hard in the
 field without enough time to take control by
the wealthy people.”

“Markham uses hyperbole through out his

poem. Can you give me an exampleof
hyperbole in the poem?”

“The hyperbole in the poem is Bowed by the

“Excellent. Another one.” weight of centuries he leans.”

“This monsterous thing distroyed and soul-

“Very good. How does the poet use hyperbole quenched.”
to persuade the reader?”

“He may use hyperbole to make the man’s

situation seem even graver in order to elicity
“Hw do you think the speaker of the poem symphaty to him.”
feels about the man with the hoe? Where do
you see evedences in the poem to support
your answer?”
“The poet describe the man with the hoe as a
pitigul and pitiable figure. He is bowed down
with the weight of centuries signifying that he
presents all the multitude of burden.
Impowerished farmers whose sweet is
emblamatic of suffering and degrading and
carries the burden of the world on his back.
Continues crushing labor has so dehumanized
the farmers that become a thing that grieves
anot and that never hopes. Furthermore there
seems to be no vehicle for his voice to be
heared.”
“Excellent!”

“What do you think the speaker means when

he describes the man as showing the
emptiness of ages in his face?” “This could mean that unfairness of this
farmers situation has been an issue for many
“Awsome.” years.”
 “In the poem what does God intend him to
be?”
“From the poem, the poet is trying to tell us
that God originally intended the farmer to be
a powerful human being one with supremacy
and control over the sea and the land. This
farmer was meant to live fully and to search
out the mysteries of the stars and universe.
The poet laments that instead the farmer is
living a wrong dream he is betrayed by
faceless masters, lord and rulers in all lands
who all have plundered, profaned and
“ Very good. The Man with the Hoe is a Slave of
disinherited him from his true heritage.”
the wheel of labor. What does the wheel
symbolizes?”

“The wheel symbolizes never ending

“What is meant by the line, What to him are olato servitude”
and the swing of Pleaiades.?”
“Plato is a classical Greek philosopher and
mathematician. He represents education ,
knowledge and pleaiades is group of stars
named for the daughter of Atlas in Greek
Mythology it represents about Astromomy.
So the conclusion is to tell the farmer does
not have a chance to learn any knowledge
niether philosophy nor astronomy.
“Very well said. What does the fourth stanza
mean?”

“The speaker asks question to someone who

calls master, which is address to the ruler
“What does the body of the man with a hoe have an unlimited power.”
signifies?”

“The bent body of the man with a hoe

signifies that he is one of a multitude who
have labored beyond there strenght to support
the whims and desire of masters, lords and
“Very good class! To sum it up, in the first stanza rulers in all lands.”
the poem discribes the miserable condition of the
farmer because of the cruelty of his master. In the
second stanza the poem illustrates the
contradiction situation. When the farmer should
 luve freely and persue dream but in fact this
farmer live with adversity and terrible fear. In the
third stanza the poem conveys that there is a big
difference between farmer who suffered and ruler
who lived in happiness and wealth. Furthermore
the fourth stanza the speaker satirizes the masters
to fix their mistakes and stop there cruelty
because God created humans not to act arbitarily.
And in the last stanza the speaker conveys the
anger tone to the master. He believes that there
will be judgement day in the future and at that
time the cruel masters have to be responsible for
all they have done to the farmer.
“Do you understand the poem?”

“Yes, Ma’am.”

Teacher’s Activity Student’s Activity

C. Application
Instruction: For your activity you will do a
tablue together with your groupmates think a
scenario about poverty. You will creat a still
picture without talking to capture and
communicate the meaning of the concept.
You must truely understan the meaning of a
concept ir idea inorder to communicate it
through physical poses, gestures and facial
expressions rathe than words. Have one
representative to explain that picture you pose
in three sentences. You have 5 minutes to
think of a scene.”
“Are intructions clear?”
CRITERIA “Yes,Ma’am.”

Relevance - 3 points
Content - 4 points
Grammar -3 points
Presentation -5 points
TOTAL: 15 points
“Times up! Group 1 will be the first to present (students will perform accordingly)
then followed by group two and so on and so
fourth”.

“Great performance, indeed class.” “Thank you Ma’am.”

“Give yourself around of applause.” (students will clap there hands)

V. Evaluation
Direction: Now relate the experience of persona in the poem with the modern
man’s situation.You have 5 minutes to do it.
1. How can the generation of more jobs influence the Filipino workers?
2. How should the jobs challenge be address ?
VI. Assignment
Teacher’s Activity Student’s Activity

“Have you learned a lot today class?”

“Yes ma’am!”

“That nice. For your assignment, I want you to draw

venn diagram describe the similarities of the modern
worker to the worker in the poem. Write it in a long
bondpaper. Is it clear? ”

“Yes ma’am.”

“Let’s call it a day! Goodbye and God bless class!”

“Goodbye and thank you Ms.

Chernelle!”
Prepaired by: Submitted to:

Marichernelle Dela Pena Ms. Marie Grace S. Buenaventura

BSE-E4 Engling Department
Student Teacher Cooperation Teacher