Republika ng Pilipinas

Kagawaran ng Edukasyon
REHIYONG BICOL
SANGAY NG CAMARINES SUR
PAMBANSANG MATAAS NA PAARALAN NG SIPOCOT
TARA, SIPOCOT, CAMARINES SUR

SEMI-DETAILED LESSON PLAN IN ENGLISH 9

School: Sipocot National High School Grade Level 9

Teacher: Claire P. Bailey Learning Area English
Date and Time: January 15, 2024 / 10:00-11:00 AM/ 9-Orbon Quarter Second

I. OBJECTIVES
A. Content Standard 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 Chamber Theater presentation.
B. Performance The learner proficiently plays an active part in a Chamber Theater presentation through employing effective verbal and non-verbal
Standard strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions Style and Body Movements or Gesture
C. Learning 1. Define unfamiliar words in the poem;
Competencies 2. Analyze literature as a means of valuing other people and their various circumstances in life (EN9LT-IIb-15 -); and
3. Create visual representations of the significant human experience depicted in the poem.
II. LEARNING
CONTENT
A. Lesson/ Topic The Man with a Hoe
B. Materials PowerPoint Presentation
Printed copies of activities
C. References
III. LEARNING
Teacher’s Activity Student’s Activity
TASKS
 Prayer
PRELIMINARIES  Checking of attendance and assignment
 Classroom management
  Video of the song UPUAN by Gloc 9 with pictures of Filipino laborers/employees. Students will watch the video
presentation
ELICIT

This is the image of L’Homme a la houe by Jean Francois Millet- the painting  Group Activity (students will be
which inspired Edwin Markham in writing the poem The Man with the Hoe. divided into three groups)
Examine the picture then complete the graphic organizer below.

Words that The Question

I can images in my
connect… that mind…
ENGAGE remind
me of…

EXPLORE Activity 1: Vocabulary Scavenger Hunt Group Activity (same groupings)

Teaching Strategy: Cooperative Learning Identify the meaning of the italicized

words. Write the letter of the correct on
Materials: Handout with unfamiliar words from the poem, dictionaries your answer sheet.
1. Liars often distort issues to suit their
Significance: Students will work in pairs or small groups to find the meanings of purposes.
the unfamiliar words in the poem. a. twist b. explain c. balance
2. God has dominion over all of creation.
Instructions: a. right b. duty c. control
3. Bare narra trees are a portent that
1) Distribute the handout with unfamiliar words.
summer is near.
2) In pairs or small groups, students use dictionaries to find the definitions of the a. significance b. indication c.
words. announcement
3) Discuss the meanings of the words as a class. 4. Despite society’s and government’s
 censure on drug abuse, there are still
Rubric: many users and pushers.
- Accuracy of word definitions: 5 pts a. full commitment b. strong
- Participation in group discussion: 5 pts disapproval c. favourable action
5. SARS is a dreaded disease because it
Assessment Questions: is immedicable at present.
a. painful b. contagious c. incurable
1) What is the definition of the word [word]?
6. The non- believers profaned the
2) How does understanding the meaning of unfamiliar words contribute to our Blessed Sacrament and burned the
understanding of the poem? church during one of their raids.
3) Can you give an example of a sentence using one of the unfamiliar words from a. desecrated b. respected c.
the poem? venerated
7. Never trust a perfidious friend like
Judas.
a. vindictive b. treacherous c.
doubtful
8. His 8 to 5 shifts made him indifferent
to rapture and despair.
a. boredom b. fury c.
joy
9. Radical ideas were censured during
Martial Law to prevent people from
rallying.
a. condemn b. commend c.
praise
10. Farmers have been oppressed by
landlords since time immemorial.
a. new b. old c. recent
Teaching Strategy: Lecture and Discussion

EXPLAIN Explain the concept of unfamiliar words and their impact on understanding a
text. Engage students in a discussion about the significance of the human
experience depicted in the poem and how it relates to their own lives.
Brand-New Meaning Group Activity (three groups)
Acrostic of the word H.O.E. Student’s output may vary
ELABORATE
The students will be grouped into three. They will give a new meaning to the word Group presentation
HOE upon learning the significant human experience of the poem.
EVALUATE
Read and answer the
following questions. Write the
letter of your answer on
your answer sheet.
1. What inspired Markham
to write the poem "The Man
with the Hoe''?
a. Karl Marx’s Das Kapital
b. Edvard Munch’s The
Scream
c. Jean-Francois Millet’s
L’ homme ala houe
2. Before the poem begins,
explain the quotation from
the Bible that was
included by the poet.
a. Human beings are the
creation of God, so the
creation of God represents
God.
b. Those who oppressed
vulnerable people will be
oppressed by God himself.
c. The kingdom of
Heaven belongs to the poor
and oppressed.
3. What are the themes
tackled in the poem?
a. exploitation, inequality,
class struggle
b. injustice,
unemployment, downfall of
economy
c. existential crisis and
despair
Read and answer the
following questions. Write the
letter of your answer on
your answer sheet.
1. What inspired Markham
to write the poem "The Man
with the Hoe''?
a. Karl Marx’s Das Kapital
b. Edvard Munch’s The
Scream
c. Jean-Francois Millet’s
L’ homme ala houe
2. Before the poem begins,
explain the quotation from
the Bible that was
included by the poet.
a. Human beings are the
creation of God, so the
creation of God represents
God.
b. Those who oppressed
vulnerable people will be
oppressed by God himself.
c. The kingdom of
Heaven belongs to the poor
and oppressed.
3. What are the themes
tackled in the poem?
a. exploitation, inequality,
class struggle
b. injustice,
 unemployment, downfall of
economy
c. existential crisis and
despair
Read and answer the following questions. Write the letter of your answer on your answer
sheet. 1. What inspired Markham to write the poem "The Man with the Hoe''?
a. Karl Marx’s Das Kapital b. Edvard Munch’s The Scream c. Jean-
Francois Millet’s L’ homme ala houe
2. Before the poem begins, explain the quotation from the Bible that was included by the
poet. a. Human beings are the creation of God, so the creation of God represents
God. b. Those who oppressed vulnerable people will be oppressed by God himself.
c. The kingdom of Heaven belongs to the poor and oppressed.
3. What are the themes tackled in the poem?
a. exploitation, inequality, class struggle b. injustice, unemployment,
downfall of economy c. existential crisis and despair
4. Who among the following does NOT symbolize the essence of the man with a hoe?
a. cashier b. farmer c. landlord
5. How does the society treat the man with a hoe based on the poem?
a. with gratitude b. with appreciation c. with inequality
6. What is the tone of the poem?
a. sad, pity b. hopeful c. encouraging
7. What class of people does the hoeman represent?
a. rich and influential b. dreaded and avoided c. poor and overburdened
8. What analogy does the writer use to refer to the man with the hoe?
a. rulers in all lands b. a brother to the ox c. signs and portents of the soul
9. Allusion is also used by the writer through the following words/phrases EXCEPT_____.
a. the swing of Pleiades b. Plato c. passion of Eternity
10. Who are the contemporary men with hoes?
a. people with disabilities b. rich and powerful people c. working people
EXTEND Study and read Sonnet 29

Prepared by: Noted by:

CLAIRE P. BAILEY, T-I MA. ANA S. URSUA, MT-I CRISTY S. BAUTISTA, T-III
English Subject Teacher Master Teacher, English Department Chairman, English Department