Department of Education Region III Division of Nueva Ecija NUEVA ECIJA HIGH SCHOOL Burgos Avenue in Cabanatuan City, Nueva Ecija, Philippines
DETAILED LESSON PLAN IN ENGLISH GRADE 9 I.
OBJECTIVES: At the end of the 1-hour discussion, the students should be able to: analyze the poem “The Man with the Hoe” Hoe ” by Edwin Markham; share thoughts, feelings and intentions in the material viewed; and
speak out the importance of justice among workers
II.
SUBJECT MATTER: Topic: “The Man with the Hoe” Hoe ” by Edwin Markham References: A journey through Anglo-American Literature, pages 135-136 Materials: Pictures, PowerPoint Presentation and Video Clips Value Infused: Fairness & Justice
III.
PROCEDURE:
Teacher’s Activity A. Classroom Management
Student’s Activity
Good morning, class!
Good morning, Ma’am!
Kindly pick-up the pieces of paper under your chairs. Let’s start our class with a prayer. (Prays…) B. Motivation The teacher will play a video clip about forced labor. What is the video clip you’ve watched all about? What happened to the man?
He is forced to work, Ma’am.
What is forced labor?
Forced labor is any work or service which people are forced to do against their t heir will, under threat of punishment, Ma’am. (Answers may vary)
Okay, very well said.
Our lesson for today is connected to the video you’ve watched. It is a poem “The Man with the Hoe.” By Edwin Markham.
The lesson objectives will be shown to the students.
C. Lesson Proper Edwin Markham got inspired with the painting of Jean-François Millet’, which is a man holding a hoe. Both painting and poem have similar themes. Now, let us have an activity Do you want an activity?
Yes, Ma’am!
Directions: The teacher will divide the class into five (5) groups. Each group will be given a photo and a stanza that has the same message. The task of the students is to find and write down the meaning of the stanza by comparing to the given photo. The students must have 2-3 representatives to present their work. The Man with the Hoe BY EDWIN MARKHAM 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?
The first stanza is about burden, Ma’am (Answers may vary)
How do you think the speaker of the poem feels about the man with a hoe?
The poet describes the man with the hoe as a pitiful figure.
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 the unfairness of the laborer has been going on for a long time
Why do you think the speaker of the poem refers to the man as "a brother to the ox"?
To sum it up, in the first stanza, the poem describes the burden and miserable condition of the laborer because of the cruelty of his master.
He is described as 'Stolid and stunned, a brother to the ox'. His labors have been appropriated to sustain the world's blind greed.' He related the man to something nonhuman, an animal.
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!
In the poem, what does God intend him to be?
The second stanza is about the purpose of God, Ma’am (Answers may vary)
From the poem is trying to tell us that God originally intented the laborer to be a powerful human being one with supremacy and control over the sea and land. This laborer was meant to live fully and to search out the mysteries of the stars and the universe.
In the second stanza, it illustrated the contradiction of situations where the laborer should live freely and pursue his dream but in fact, lives with terrible fear.
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.
The man with the hoe is a "Slave of wheel of labor symbolize?"
The third stanza is about slaves and their sufferings, Ma’am (Answers may vary)
The wheel here symbolizes never-ending servitude.
What is meant by the line "What to him are Plato and the swing of Pleiades?"
Plato is a classical Greek philosopher and mathematician. He represents education, knowledge. And Pleiades is a group of stars named for the daughter of Atlas in Greek Mythology, it represents our astronomy. In conclusion, the laborer does not have a chance to learn any knowledge neither philosophy nor astronomy.
His betrayed by faceless 'masters, lords and rulers in all lands' who have "plundered, profaned and disinherited" from his true heritage.
In the third stanza, the poem conveys that there js a big difference between the laborer who suffered and the ruler who lived in happiness and wealth.
O masters, lords and rulers in all lands, is this the handiwork you give to God, This monstrous thing distorted and soulquenched ? 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? Who is being called on in the fourth stanza?
The fourth stanza the rulers and their power, Ma’am (Answers may vary)
The speaker asks question to someone who calls master, which addressed to the ruler who has unlimited power.
In the fourth stanza, the speaker satirizes the masters to fix their mistakes and stop their cruelty because God created humans not to act against their will.
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? What does the word 'Future' with a capital letter symbolize?
The fifth stanza is asking for solution or help, Ma’am (Answers may vary)
It symbolizes hereafter. Life after death
What is the message of the stanza?
In the fifth stanza, the speaker conveys anger tone to the master. He believes that there will be a judgement day in the future and when that time comes, the cruel masters have to be responsible for what they did to the laborers. (Lower class people)
In this stanza, it clearly conveys the anger tone of the speaker to the masters who treated farmer inhumanely. The speaker here also hopes the laborer to rise up and revolt after being silent for centuries. (Answers may vary)
Good job to everyone! Overall, the main theme of the poem is about the social issue in labor. It is a striking poem of protest against exploited labor.
D. Generalization:
What did we learn today?
Again, who wrote The man with the hoe?
What is it all about?
We learned about the poem “Man with the Hoe”, Ma’am
Who are the modern “man with the hoe”
Ma’am, it is written by Edwin Markham
How does the society treat them? What does the bend body of the man signify?
It is about the sufferings of the exploited workers Forced laborers or Exploited laborers.
Do you think justice is important? The society treat them unfairly, Ma’am. Do you understand the poem Burden of the work
Yes, Ma’am. Yes, Ma’am.
IV.
EVALUATION The teacher will play a video presentation about forced labor. Directions: Directions: In ¼ sheet of paper, in 4-5 sentences explain the importance of justice among workers. Start your answer with “I believe…”
V.
ASSIGNMENT Be a poet. On your notebook, make your own 2-stanza free verse poem regarding to what we have discussed. Be creative! Criteria for scoring: CreativityAppropriatenessCleanlinessOverall Appearance-
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Presented by: Joanabel P. Joaquin Practice Teacher
Checked by: Ma’am Grace P. Mendoza Critic Teacher
