COT 1 LESSON LOG
Grade Level Standards:
Learning
Competencies/Specific
Objectives
School:
Teacher:
Teaching Dates
and Time:
Magsaysay National High School
Audrey Ann T. Pinas
Monday, January 23, 2022
Time: 10:00-11:00 AM (G.9 Allegiance)
Grade Level:
Learning Area:
9
English
Quarter:
Two
The learner demonstrates communicative competence 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.
Make connections between texts to particular social issues, concerns, or
dispositions in life. (LT-IVa-16)
1. Identify the social issue in the poem.
2. Show sympathy for the plight of the average laborer.
3. Demonstrate the ability to use experience as a resource for comprehension
of a given text.
The Man with the Hoe (Blank Verse Poem)
By Edwin Markham
I. CONTENT
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
C. Strategies
None
Anglo-American Literature 9 Learner’s Material, pages 135-137
Language in Literature Anglo-American Literature 9, pages 528-530
https://poemanalysis.com/edwin-markham/the-man-with-the-hoe/
PowerPoint Slides, Learner’s Material
III. PROCEDURES
A. Reviewing Previous
Lesson or Presenting the
New Lesson
Simple Recall and Visualization
-The teacher will review with the students about the significant occurrences in the
poem, I Think Continually Those Who are Truly Great by Stephen Spender.
Guide Questions:
1. Who were the people whom the speaker describes as truly great?
B. Establishing a Purpose
for the Lesson
2. What made them truly great?
Explicit Instruction
-The teacher will briefly elaborate each objective.
MELC: Make connections between texts to particular social issues, concerns, or
dispositions in life.-
C. Presenting
Examples/Instances of the
Lesson
Learning Objectives
1. Identify the social issue in the poem.
2. Show sympathy for the plight of the average laborer.
3. Demonstrate the ability to use experience as a resource for comprehension of a
given text.
Vocabulary Game/Word Search Game
Instruction: The students will find the meaning of the unfamiliar words used in the
poem, The Man with the Hoe.
1. God has dominion over us.
Answer: control
2. The thunder was a portent of an approaching storm.
Answer: warning
3. The village was plundered by the invading army.
Answer: taken as hostage
4. They have profaned the long traditions of the Church.
Answer: disrespected
5. While one sister is recognized as being kind, the other sister lives in infamy
for her cruel ways.
Answer: dishonor
6. If you betray people often, you're perfidious.
Answer: untrustworthy
Word Search
D. Discussing New Concepts
and Practicing New Skills
#1
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Previewing
-The teacher will share pre-knowledge about the poem, The Man with the Hoe
specifically the poet’s inspiration and purpose for writing the poem.
Motive Question: What circumstance is the persona faced with?
Background Note: Inspired by the French artist Jean-Francois Millet's painting of
a farmer resting on his hoe, exhausted from working in the fields, Markham wrote a
poem commenting on the working conditions of agricultural laborers.
Lecture
- The teacher will discuss the interpretation of the poem by stanza.
Stanza 1: The first stanza describes the situation of the man with a hoe… as he
continues to work beyond his means, more than the strength that his body can give.
He works as if he carries the world upon his shoulders. This stanza describes the
suffering of the man with a hoe - his grief and despair, the emptiness he feels,
helplessness, and exhaustion.
Stanza 2: The second stanza describes how the situation of the man with a hoe
questions God. As the writer gives a hint of God’s creation- that man is superior
and has dominion over everything in this world, he presents a situation filled with
confusion and questions. Why can this happen to a man who is supposed to have
dominion over sea and land? Why does a man need to face such helpless
condition? Why does he need to be in a world where freedom does not assure
survival?
Stanza 3: The third stanza is a cry for injustice and betrayal. It describes the
sufferings of those who lack access to equal opportunities and the helplessness of
being in the wheel of labor and having no control as to when it will stop or change?
Stanza 4: The fourth stanza is a call to those who are on top of the ladder, those
who are in control of the wheel. This is a call to make them realize that there is
betrayal in the working class. There is exploitation of labor, and the workers are the
ones who suffer. This is a cry for help to those who can do something about the
situation of the workers, farmers, and peasants.
Stanza 5: The fifth stanza shows a voice of hope for realization and redemption. It
tells about the optimism to change the situation of the man with a hoe. It ended with
questions that present situations that can change the perspective of those who are
in control of the wheel of labor, those who are on top of the ladder and are in
power.
* If only they will realize their influence to create equal opportunities to make things
better for the workers…
E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
* If only they know that they have a moral obligation in helping their fellow men…
* If only they would understand how it is to love and care for a brother, this world
would be a better place for the workers.
Indigenous People Knowledge
-The teacher will present local terms of the farming tool and the land being toiled by
farmers as mentioned in the poem.
Gabyon: It is a farming tool used by the farmers particularly in the north Luzon such
as the Cordillera Region.
Uma or Num-a: It is the local term of field or farm in the Cordillera Region.
Ex. Benguet- Uma/Num-a (it varies in pronunciation)
Mt. Province- Um-a
Q and A Game
Activity: I Know it First
Direction: The students will be grouped into four. Each group will select a
representative to answer each question. The first who can give the correct answer
will have the point.
1. Who is the man with the hoe in the poem?
A. He is an abandoned man due to old age.
B. He is an oppressed laborer.
C. He is a hardworking fisherman.
2. How does the poet describe him?
A. He is the man who creates burden of the world.
B. He is the man who seeks pity to the world.
C. He is the man who carries the burden of the world.
3. What does the bent body of the man with the hoe signify?
A. It signifies his inability to carry the burdens of the world on his back.
B. It signifies his endurance to carry the burdens of the world on his back.
C. It signifies his acceptance to his fate.
4. How does the society treat people like the man with the hoe?
A. Society treats him like a slave of the wheel of labor.
B. Society treats him as weak generation.
C. Society treats him as a middle class.
5. What is the man’s role supposed to be, as God envisioned it?
A. God gave man dominion over land and sea but the man with the hoe has no
dominion at all.
B. God gave man the power to control the world but the man with the hoe lacks
physical strength.
C. God gave man all the blessings to enjoy life but the man with the hoe fails to
appreciate it.
Oral Recitation
-The students will be asked to share their insights on the question below.
1. What is the do moral of the poem? Explain.
2. Is the situation depicted in the poem still true today? How? Support your answer.
Summarizing
-The teacher will summarize the lesson by giving emphasis of the following details
about the poem, The Man with the Home.
Key Points:
 Inspired by a painting by Millet, Edwin Markham wrote “The Man with the
Hoe” to draw attention to the plight of those forced into lifelong labor and
poverty.
 It is a blank verse poem with five stanzas and without rhyme scheme.
 Its theme focuses on hard labor and unequal rights.
 Its social issue is about social injustice in terms of status.
Quiz
-The students will answer the following questions about the poem, The Man with
the Hoe.
A. Direction: Read each question then choose the letter of your Answer.
1. What is the social issue in the poem?
A. unequal inheritance among the people
B. exploitation of labor
C. survival of the fittest
2. According to the poet, who is responsible for the condition or state of the man
with the hoe?
A. the oppressed people in the society
B. the masters and lords of the world
C. his poor family
3. Why does the poet compares the man with the hoe as a “brother to the ox”?
A. The dignity of the man was taken away by his masters.
B. The man with hoe loves to play with ox.
C. The man with hoe possesses the physical strength of an ox.
4. What is meant by the quotation “what to him/are Plato and the swing of
Pleiades?" in The Man with the Hoe?
A. The man with the hoe lacks opportunity to anything more than slave away each
day.
B. The man with hoe is destined to obey his master because he was born a slave.
C. The man with hoe enjoys his status given to him in by his masters.
5. What is the tone of the poem?
A. angry and challenging
B. appreciative and cheerful
C. regretful and repentance
B. As a child of the "future," how would you respond to the question "How will the
Future reckon with this Man" as posed by the speaker in "The Man with the Hoe"?
Explain briefly.
J. Additional Activities for
Application or
Remediation
IV. REMARKS
-None
IV. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter that my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which
Prepared by:
Observed by:
AUDREY ANN T. PINAS
Subject Teacher- English 9
VALENTINA A. CASTRO
MT1- English