LP NEW FORMAT Final

School Panabo City National High School Grade Level 9
Teacher JOHN B. VISILLAS Learning Area English

Teaching Dates and April 28, 2022 9:50 – 10:50am Quarter 3
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of connecting to the world; also how to use ways of analyzing one-
act play and different forms of verbals for him/her to skillfully perform in a one-act play.
B. Performance The learner skillfully performs in one-act play through utilizing effective verbal and non-
Standards verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery,
and Dramatic Conventions.
C. Learning •Analyze literature as a means of connecting to the world. (EN9LT-IIIa-16)
Competencies •Reflect on the ideas of the speaker (EN9LC-IIIb-6.3)
•Draw similarities and differences of the featured selections in relation to the theme
(EN9LT-IIId2.3)
•EN9LT-IIId-20.2: Explain the literary devices used
•EN9VC-IIId4.3/5.3: Analyze the information contained in the material viewed
•EN9LT-IIIg-3: Explain how a selection may be influenced by culture, history, environment,
or other factors
II. CONTENT The Man with the Hoe by Edwin Markham
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 98 – 100
pages
2. Learner’s 135 – 137
Materials pages
3. Textbook pages 135 – 137
4. Additional http://retailmfa.blogspot.com/2014/05/analysis-of-man-with-hoe-by-edwin.html
Materials from https://poemanalysis.com/edwin-markham/the-man-with-the-hoe/
Learning Resources https://www.enotes.com/topics/man-with-hoe/in-depth
(LR) Portal https://www.poetryfoundation.org/poems/47948/the-man-with-the-hoe
B. Other Learning Projector, ppt presentation, videos, Manila paper, marker
Resources
IV. PROCEDURES
A. Reviewing Activity 1: Picture Analysis
pervious lesson or *Using a powerpoint presentation, the teacher will show to the students the picture
presenting the new below. Then, the latter will be asked to examine closely the picture and think of a word or
lesson phrase that best describe it and they are to justify their answers.
*After a series of responses, the students will be asked to answer orally the following
questions:
1. What do you notice about the man?
2. What do you notice about his pose and facial expression?
3. What do you think he is doing?
4. What do you notice in the background of the painting?
5. Where do you think he is? How can you tell that?
6. What do you think the man is thinking? What do you see that makes you say that?
B. Establishing a *Using a powerpoint presentation, the teacher will ask the students to read the lesson
purpose of the lesson objectives. Also, the teacher will give the details of the different performance tasks that
the students will perform throughout the class.
*Using a powerpoint presentation, the teacher will play a video clip that contains
information about the life to the author of the poem, Edwin Markham. Students will also
be instructed to take note of the information that will be shared for this can be used to
better understand the poem. Afterwards, the students will be given copies of the poem.
*Then, using a powerpoint presentation, the teacher will flash the incomplete words
below and the students will be asked to supply the missing letters to complete them. The
words can be found in the poem.
1. r _ p _ u r - a feeling of intense pleasure or joy
2. d _ s p _ i r - a complete loss or absence of hope
C. Presenting 3. s _o l _ d - calm, dependable, and showing little emotion or animation
examples/instances 4. d_m_n_on - sovereignty or control
of the new lesson 5. g_lf - a deep ravine, chasm, or abyss
6. c_n s u_e - to criticize very strongly
7. g _ e e d - avid desire for gain or wealth
8. s_oop - to bend the body or a part of the body forward and downward sometimes
simultaneously bending the knees
9. pl_nd_r_d – stealing goods from a person or place using force
10. p_of_n_d - treat (something sacred) with irreverence or disrespect.
11. d_st_rt_d - giving a misleading or false account or impression
12. im_m_r_ _l - originating in the distant past; very old
13. p_rf_d_ _ us - deceitful and untrustworthy
14. imm_d_c_ble - unable to be healed or treated; incurable
15. r_ck_n - to settle accounts
Activity 2: Small Group Work Activities (SGWA)
*Since the poem is consisting of 4 stanzas, the students will be grouped into four and they
will be given 15 minutes to read and write their interpretations (in words, phrases, and
sentences) of their assigned stanza by answering the guide questions. Each group will be
given Manila paper and they will be instructed to write their answer on it.
Group 1- Interpretation of Stanza 1

D. Discussing new Guide question: What does the bent body of the man symbolize?
concept and
practicing new skills
#1
Guide questions: What is man’s purpose according to God? What is the current situation
of the man with hoe according to the poem?
Guide question: How did the man with the hoe’s situation hindered him from enjoying the
pleasures of life?

Guide questions: Who is the speaker blaming of the situation of the man with the hoe?
What does the speaker mean by “this monstrous thing”?
*After the given time, each group will be asked to choose a representative to present their
output to the class and they will be rated using the criteria below.
E. Discussing new Content - 15points
concept and Presentation - 10points
practicing new skills Total - 25 points
#2
*After each group has presented their outputs, the teacher will also give his/her
feedbacks and additional inputs.
*Then, using a powerpoint presentation, the students will be asked to answer orally by
identifying the literary devices used in the following lines from the poem.
1. “Bowed by the weight of centuries he leans”
F. Developing 2. “And on his back, the burden of the world.”
Mastery (Leads to 3. “A thing that grieves not and that never hopes,
Formative Stolid and stunned, a brother to the ox?”
Assessment) 4. “O masters, lords and rulers in all lands,
Is this the handiwork you give to God?”
5. “When this dumb Terror shall reply to God
After the silence of the centuries?”
G. Finding practical Activity 3: A Tale of Two Quarantine Violators

applications of *Using a powerpoint presentation, the students will be asked to examine the two pictures
concept and skills in carefully. The first picture on the left is “Mang Dodong”, a fish vendor, who had to stay in
daily living prison for violating enhanced community quarantine rules while the second picture on the
right is Police Maj. Gen. Debold Sinas, who received major morale boost and was just
recently promoted as the new PNP Chief even as he faces investigations over his birthday
bash during the ECQ.
*Then, the students will be asked to reflect and answer orally the following questions:
1. Who between the two can be considered as the ‘modern man with the hoe’? Explain.
2. Who between the two can be considered as the ‘masters, lords, and rulers’ who are
behind the suffering of the ‘man with the hoe’? Explain.
3. In your opinion, what are the reasons why this ‘modern man with the hoe” like Mang
Dodong are being abused?
4. As a student, what are the possible ways that you can suggest to eradicate or at least
lessen the sufferings of the ‘modern man with the hoe’ specially in this Covid-19
pandemic?
5. What do you think are the values that should be embodied by a person to be able to
help ‘the man with the hoe’?
H. Making *After a series of responses from the students, the teacher will share an interpretation of
generalization and the poem from an Internet source. The students will also be encouraged to ask questions
abstraction about the about the lesson.
lesson
Using a powerpoint presentation, the students will be asked to answer the following
questions:
1. What is the image of the man with the hoe?
2. How does the poet describe him?
3. What is meant by the line, “What to him are Plato and the swing of Pleaiades?”
4. What does the bent body of the man with the hoe signify?
I. Evaluating learning
5. According to the poet, who is responsible for the condition or state of the man with the
hoe?
6. As the child of the “future”, how would you respond to the question, “How will the
Future reckon with this Man?” posed by the persona?
7. Who is the modern “man with the hoe”? How does the society treat them?
J. Additional The students will be asked to look for 1 news article that depicts the modern ‘man with
activities for the hoe’ and write at least a 1-sentence explanation on how this article is related to the
application or topic. They are to submit their outputs to the teacher’s email address:
remediation [email protected]
V. REMARKS
VI. REFLECTION
New LP Format (D.O. no. 42, s. 2016)

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School Panabo City National High School Grade Level 9

Teacher JOHN B. VISILLAS Learning Area English

Group 1- Interpretation of Stanza 1

Group 4- Interpretation of Stanza 4

G. Finding practical Activity 3: A Tale of Two Quarantine Violators

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