Republic of the Philippines

Department of Education
Region IV-A CALABARZON
City Schools Division of Antipolo

ANTIPOLO NATIONAL HIGH SCHOOL

ENGLISH DEPARTMENT

MODULE NO. 3 DATE: Feb. 2, 2024

LESSON NO. 1 DAY: Friday
TOPIC: Biases and Prejudices: “The Man with the Hoe” LESSON LOG NO.
REFERENCE/S: https://youtu.be/H2LAv6tXTxU , https://youtu.be/M3j4swdLTSM ,
https://youtu.be/RsEXv98Pw2M?list=PLhEW14s6aHrf7XUki4oJ-vFnKmAfWALDG
(for sample sentences) English 9 Third Quarter Budget of Work 2022-2023
ctto Mrs. Berińa, Ms. Cristo, Mrs. Felix
Activities crafted by English 9 teachers
RESOURCE/S NEEDED: laptop, PPT, projector, activity sheets
The learner demonstrates an understanding of how Anglo-American Literature serves as a means of
enhancing the self through using strategies in summarizing, assessing, and processing information in
CONTENT STANDARD: the test listened to and viewed, word derivation and formation strategies, distinction between and
among informative, journalistic, and literary writing, and appropriate and creative use of word order,
punctuation marks, and interjections.

The learner transfers learning by composing and delivering lines of poetry and prose in speech choir,
PERFORMANCE jazz chant, or rap with appropriate and creative use of word order, punctuation marks, interjections,
STANDARD: and effective use of verbal and non-verbal strategies.

I. LEARNING OBJECTIVES:
In this learning session, the students should be able to:
1. Generate information on what they know about the topic.
2. Employ reading strategies while reading the text.
3. Reflect on the ideas presented on the text.
4. Share on the personal opinions based on the ideas in the text.

Most Essential Learning Competencies (MELCs)

 MELC 6: Differentiate biases from prejudices.

Enabling Competencies
1. Reflect on the ideas of the speaker.
2. Share on the personal opinions on the ideas listened.

II. LEARNING PROCEDURE

***Preliminary Activities/Daily Routine
Have the prayer and the checking of attendance.

Pre-Reading Activities
ACTIVITY 1: Picture Talk
Ask the students to study the painting and let them answer the following guide questions:
 1. What can you see on the painting?
2. How would you describe the man in the picture?
3. How does the man in the painting make you feel?

ACTIVITY 2: Vocabulary Development

Divide the class into five groups. Assign a set of vocabulary words for each group. Let them unlock the meaning of
highlighted words through context clues. Ask the students to match the words with its appropriate synonym.

SET 1

1. Lydia used a hoe to cultivate the soil before she planted the corn.
2. My mother gazes intently at the label before she buys anything.
3. She walked forward with the burden of the heavy wooden box.
4. The students listened with rapture during their catch-up activity.
5. He was stolid upon hearing the bad news; he wasn’t able to react at once.

SET 2
1. The man attempts to establish dominion over nature.
2. The people in the village still observe the ancient practices of their ancestors.
3. Using social media at a young age without parental guidance is fraught with danger.
4. The unlawful disposal of toxic waste in the mountains resulted in a censure from the community nearby.
5. A red sky in the morning can be a portent of a coming storm.

SET 3

1. I reckon that we will have to leave early.

2. He was known to be a brute dictator.
3. My life has been a whirlwind lately.
4. The unfair tax laws sparked a rebellion.
5. He just stood there with a dumb grin on his face.

SET 4

1. Isabel endured the monstrous behavior of her husband for years.

2. Due to her husband’s brutality her face was distorted
3. Compensation should be given to the manager for the infamies committed to him.
4. The article of his perfidious secretary was discovered and punished.
5. The man learns to bear what he cannot prevent, knowing that courage and patience make tolerable immedicable ills.

SET 5

1. We dipped our feet in the warm waters of the gulf.

2. The wind had torn open a rift in the clouds.
3. Looters moved into disaster area to plunder stores.
4. He was offended by the profane language that her classmates used so casually.
5. He stooped down and reached toward the coin.

SET 1 SET 2 SET 3 SET 4 SET 5

Rake control bay hideous expect

Stare past break disfigure revolt
Weight full of steal disrespect silent
Pleasure criticize disrespect incurable savage
Motionless warning bend disloyal chaos

ANALYSIS 2
Ask these questions to the students:
1. How do you feel about the activity?
2. Were you able to get the meaning of the unfamiliar words?
3. How do you think these words is associated with the painting?

Activity 3
Divide the class into four groups. Ask all the students to sing and choreograph the song “Old MacDonald Had a Farm.” Give them two
minutes to prepare. After their preparation, let each group present their version.

Analysis 3
Process Activity 3 by asking the following questions:
a. What did you feel in singing the song?
b. What do you think is the song all about?
c. What do you feel about farmers?

Activity 4
Ask the students to look at the pictures on the screen and tell them to write a 1-minute essay based on their observation. Ask them to
write their answers on a sheet of paper. After answering, let the students grab a partner and share their 1-minute essay. (Refer to
Task 1)

Analysis 4
Process the answers of the students from Activity 2:
a. What did you feel in doing the activity?
b. What can you say about your observations?
c. Do you consider these opinions as important issues that our country is facing right now? Why?
d. Do the given print media attain their purpose?

During Reading Activities

1. Let the students listen as the teacher reads the poem, “The Man with the Hoe.”
2. For the second reading, let the students read the poem aloud.
3. Discuss the following comprehension questions:
1st Stanza
1. How would you describe the condition of the man with the hoe?
2. What is God’s Original plan for the man with the hoe?

2nd Stanza
1. What happened to the man with the hoe in the 2nd stanza?
2. Is it the same as what God planned him to be? Explain your answer.

3rd Stanza
1. Who are the ‘Judges of the World’ to whom he is protesting?

4th Stanza
1. Who is responsible for turning the man with the hoe into a monstrous thing?
2. Do you think these people can still bring back everything they had taken away from the Man with the Hoe?

5th Stanza
1. What does the author say about what will happen in the future?
2. What happened when the working people asserted their rights?
3. In what way is their condition similar to the 'man with the hoe'?
4. What could be a possible solution to the social issue presented in the text?

What happened when

the working people
asserted their rights?
1. What social issue is tackled in the poem?
A. racial discrimination C. exploitation of the working class
B. poor urban planning D. poverty and unemployment
2. Who is the subject of the poem?
A. a rich person C. an immigrant
B. a government official D. an oppressed worker
3. How is the man with the hoe viewed?
A. respected B. rich C. tired D. workaholic
4. What did God plan the man with the hoe to be?
A. a slave B. an animal C. a powerful being D. a monstrous thing
5. According to the poem, who caused the misfortunes of the persona?
A. Almighty God C. working people
B. nature D. masters and rulers of the land
6. Which of the following is important for the 'man with the hoe'?
A. philosophy B. music C. beauty D. none of the above
7. Who are the contemporary men with hoes?
A. working people C. rich and powerful people
B. people with disabilities D. marginalized members of the society
1. What social issue is tackled in the poem?
A. racial discrimination C. exploitation of the working class
B. poor urban planning D. poverty and unemployment
2. Who is the subject of the poem?
A. a rich person C. an immigrant
B. a government official D. an oppressed worker
3. How is the man with the hoe viewed?
A. respected B. rich C. tired D. workaholic
4. What did God plan the man with the hoe to be?
A. a slave B. an animal C. a powerful being D. a monstrous thing
5. According to the poem, who caused the misfortunes of the persona?
A. Almighty God C. working people
B. nature D. masters and rulers of the land
6. Which of the following is important for the 'man with the hoe'?
A. philosophy B. music C. beauty D. none of the above
7. Who are the contemporary men with hoes?
A. working people C. rich and powerful people
B. people with disabilities D. marginalized members of the society
4. Provide the following formative assessment:
1. What social issue is tackled in the poem?
A. racial discrimination C. exploitation of the working class
B. poor urban planning D. poverty and unemployment
2. Who is the subject of the poem?
A. a rich person B. a government official C. an immigrant D. an oppressed worker
3. How is the man with the hoe viewed?
A. respected B. rich C. tired D. workaholic
4. What did God plan the man with the hoe to be?
A. a slave B. an animal C. a powerful being D. a monstrous thing
5. According to the poem, who caused the misfortunes of the persona?
A. Almighty God B. nature C. working people D. masters and rulers of the land
6. Which of the following is important for the 'man with the hoe'?
A. philosophy B. music C. beauty D. none of the above
7. Who are the contemporary men with hoes?
A. working people C. rich and powerful people
B. people with disabilities D. marginalized members of the society
8. 8. What do you think is the tone of poem?
A. threatening B. humorous C. regretful D. indifferent

Post-Reading Activities
Task 1
Divide the class into 5 groups then ask each group to do their assignment from the following tasks:
Group 1: Create a song related to the theme of the story. (They can use the tune of their chosen song.)
Group 2: Create a 3-minute promotional video (campaign/vlog) on how to give importance to our farmers.
Group 3: Complete the acrostic poem by supplying words or phrases related to the word “farmer”.
F -
A -
R -
M -
E -
R -
Group 4: Make a photocollage on raising awareness of our farmers’ welfare.
Group 5: Compete the reflection prompts.
 3 things you learned from the poem.
 2 things you found challenging about the topic.
 1 question you still have.

Rubrics:
Content – 5
Cooperation – 5
Creativity – 5
Originality - 5

TOTAL 20 points
Task 2
Six Words, One Story

Watch the video “Creating More and Better Jobs in the Philippines” on Youtube. Summarize its main idea in six words. Write your
answer in a though bubble.

Task 3
Bigas, Hindi Bala
1. Let the students watch the video from YouTube: https://www.youtube.com/watch?v=OCcmqtn8Yyg entitled “Bigas, Hindi Bala.”
2. Ask the following process questions:
a. What did you feel in watching the activity?
b. What do you think is the purpose of the video?
c. What do you know about the background of the video?
3. With the four groups a while ago, ask each group to prepare a human sculpture that will depict their own campaign on “Bigas, Hindi
Bala.” Suggest that they can post their work on Instagram.

VI. CLOSURE
Ask the class for generalization and insights for today’s lesson. Share this quotation:
“So many philosophers have tried to interpret the world, but the point is to CHANGE it.”
- Karl Marx, philosopher

Prepared by: Checked by:

All English 9 Teacher KHRISTIAN ROSS P. PIMENTEL

Master Teacher II

The Man with the Hoe

By Edwin Markham

Bowed by the weight of centuries he leans

Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair,
A thing that grieves not and that never hopes.
Stolid and stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this brow?
Whose breath blew out the light within this brain?

Is this the Thing the Lord God made and gave

To have dominion over sea and land;
To trace the stars and search the heavens for power;
To feel the passion of Eternity?
Is this the Dream He dreamed who shaped the suns
And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this —
More tongued with censure of the world's blind greed —
More filled with signs and portents for the soul —
More fraught with menace to the universe.

What gulfs between him and the seraphim!

Slave of the wheel of labor, what to him
Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages look;
Time's tragedy is in the aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned, and disinherited,
Cries protest to the Powers that made the world.
A protest that is also a prophecy.

O masters, lords and rulers in all lands,

Is this the handiwork you give to God,
This monstrous thing distorted and soul-quenched?
How will you ever straighten up this shape;
Touch it again with immortality;
Give back the upward looking and the light;
Rebuild in it the music and the dream,
Make right the immemorial infamies,
Perfidious wrongs, immedicable woes?

O masters, lords and rulers in all lands

How will the Future reckon with this Man?
How answer his brute question in that hour
When whirlwinds of rebellion shake all shores?
How will it be with kingdoms and with kings —
With those who shaped him to the thing he is —
When this dumb Terror shall rise to judge the world.
After the silence of the centuries?

Old MacDonald Had a Farm

Old MacDonald had a farm,
E-I-E-I-O,
And on his farm he had some chics
E-I-E-I-O,
With a chic-chic here,
And a chic-chic there,
Here a chic, there a chic,
Everywhere a chic-chic.
Old MacDonald had a farm,
E-I-E-I-O
Old MacDonald had a farm,
E-I-E-I-O,
And on his farm he had some donkeys,
E-I-E-I-O,
With a hee-haw here,
And a hee-haw there,
Here a hee, there a haw ,
Everywhere a hee-haw .
Old MacDonald had a farm,
E-I-E-I-O.

Old MacDonald had a farm,

E-I-E-I-O,
And on his farm he had some ducks,
E-I-E-I-O,
With a quack-quack here,
And a quack-quack there,
Here a quack, there a quack,
Everywhere a quack-quack..
Old MacDonald had a farm,
E-I-E-I-O."

Old MacDonald had a farm,

E-I-E-I-O,
And on his farm he had some pigs,
E-I-E-I-O,
With an oink-oink here,
And an oink-oink there,
Here an oink, there an oink,
Everywhere an oink-oink.
Old MacDonald had a farm,
E-I-E-I-O.

Old MacDonald had a farm,

E-I-E-I-O,
And on his farm he had some cows,
E-I-E-I-O,
With a moo-moo here,
And a moo-moo there,
Here a moo, there a moo,
Everywhere a moo-moo.
Old MacDonald had a farm,
E-I-E-I-O

Old MacDonald had a farm,

E-I-E-I-O,
And on his farm he had some dogs,
E-I-E-I-O,
With an baoo-waoo here,
And an baoo-waoo there,
Here an baoo there an baoo,
Everywhere an baoo-waoo.
Old MacDonald had a farm,
E-I-E-I-O.
Daily Learning Log SY 2023-2024