Department of Education

Region 02
Division of Nueva Vizcaya
SOLANO HIGH SCHOOL
Solano
Daily Lesson Log in
A Journey Through Anglo-American
Literature

Teacher : GARMALIO BRUCE D. DOMINGO, JR.

Semester : FIRST
Date : December 5 16, 2023
Grade Level & Section: 9 Lavoisier

I. OBJECTIVES
GRADE LEVEL The learner demonstrates communicative competence
STANDARD through his/her understanding of British-American
Literature, including Philippine Literature and other text
types for a deeper appreciation of Philippine Culture and
those of other countries.
A. Content Standards The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
valuing other people; also, how to use processing
information strategies, different forms of adverbs and
conditionals for him/her to play an active part in a Chamber
Theatre presentation.
B. Performance Standards The learner proficiently plays an active part in a Chamber
Theatre presentation through employing effective verbal and
non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
C. Learning Competency (MELC) Analyze literature through VUCA (Volatile, Uncertain,
and LC Codes Complex, and Ambiguous) world

I. Subject Matter The Man with the Hoe by Edwin Markham

II. Specific Learning Objectives
By the end of the discussion, the learners shall have:

a. Identified snippets from the text which use

alliteration, assonance, and consonance; and
figurative language (allusion, anaphora, apostrophe,
hyperbole, and metaphor

b. Analyzed The Man with the Hoe using the Marxist

literary theoretical framework or construct;

III. LEARNING RESOURCES
(List of materials to be used, a
mix of concrete and
manipulative materials as well as
paper-based materials.)
A. References
IV. PROCEDURES
Preparatory Activities
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Students will be group into 5:
c. appreciated Edwin Markham’s The Man with the
Hoe by evolving themes and being able to explicate
them.
Quarter 2 – Module 2: Analyze literature through VUCA
(Volatile, Uncertain, Complex, and Ambiguous) world
-Copy of the lesson
-Visual Aids
-PowerPoint Presentation
-Markers and Manila paper
• Prayer
• Greetings
• Checking of attendance
• Setting of Standards
Introspective Question:
How does it feel wearing what you are wearing?
(Learners are donning laborers’ habiliments.)
By the end of the discussion, the learners shall have:
a. Identified snippets from the text which use
alliteration, assonance, and consonance; and
figurative language (allusion, anaphora, apostrophe,
hyperbole, and metaphor
b. Analyzed The Man with the Hoe using the Marxist
literary theoretical framework or construct;
c. Appreciated Edwin Markham’s The Man with the
Hoe by evolving themes and being able to explicate
them.
Group 1 (Pig)
Group 2 (Cat)
Group 3 (Horse)
Group 4 (Dog)
Group 5 (Chicken)
C. Presenting examples/ Didactic Strategy: Empathic Reading; Guided Reading
instances of the new lesson Supplementary Discussion: Enjambment

The Man with the Hoe

BY EDWIN MARKHAM
Written after seeing Millet’s World-Famous Painting

God made man in His own image,

in the image of God made He him. —Genesis.

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 danger 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 that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited,
Cries protest to the Judges of the World,
A protest that is also 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?

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
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 the world?
How will it be with kingdoms and with kings—
With those who shaped him to the thing he is—
When this dumb Terror shall reply to God
After the silence of the centuries?
Didactic Approach and Methodology: Literature
Circles; Time-on-Task principles
Aesthetic Discussion (Sound Devices)
1. List snippets or lines from The Man with the Hoe that
use:
a. Alliteration
b. Assonance
c. Consonance
Intellectual Discussion (Elements of Poetry; Literary
Devices)
2. List lines from The Man with the Hoe that can be
categorized as:
a. Allusion
b. Anaphora
c. Apostrophe
Intellectual Discussion (Elements of Poetry; Literary
Devices)
3. List lines from The Man with the Hoe that can be
categorized as:
d. Hyperbole
e. Metaphor
Literary Discussion (Literary Theoretical Framework;
Literary Lens)
4. Marxism proposes the idea that the existence of the ruling
class (elite class), the bourgeois (middle class), and laborers
(proletariats) leads to the uneven distribution of wealth and
privileges in the societal milieu. How is The Man with the
Hoe representative of this ideology?
Thematic Synthesis
5. What theme can be deduced from Edwin Markham’s The
Man with the Hoe? How does this theme shed light to the
 concept of caste system?

G. Finding practical Embedded in F.

applications of concepts and
skills in daily living
H. Making generalizations and Embedded in E.
abstractions about the lesson

I. Evaluating Learning Literature Circles Presentation

Scoring Rubric:

Language Facility – 5
Fidelity to Task – 45
Total – 50

J. Additional activities for

application or remediation

Prepared by:

GARAMLIO BRUCE D. DOMINGO, JR.

Field Study Student

Noted by:

ALDWIN JOSEPH CHAN DERIJE, MALL

Teacher III

Approved:

NOVIE SANTIAGO-NAGUIT, EdD

Head Teacher III, English Dept.