The document provides a detailed lesson plan for teaching a poem called "The Man with the Hoe" by Edwin Markham. The plan includes objectives, materials, and a learning procedure with activities. Students will interpret the poem, relate it to real life, and perform a dramatic picture. They will analyze how the poem describes the hopeless situation of farmers and criticizes those in power. Students will also explore how the message of the poem connects to the modern economic challenges of job creation in the Philippines.

1. Don Honorio Ventura Technological State University
Bacolor, Pampanga
College of Education
Detailed LessonPlan for Grade 9
Prepared by: Chris Angelina R. Estigoy
I. Objectives
 Interpret words or phrases as they are used in the text,
 Perform a dramatic picture related to the poem, and;
 Relate the poem to real-life situations using informational material.
II. Subject Matter
Topic: The Man with the Hoe by Edwin Markham
References:
A Journey Through: Anglo-American Literature Learner’s Material, (pg
135), Vibal Group Inc., 2014
http://www.worldbank.org/en/news/features/2013/09/13/infographic--the-
philippine-jobs-challenge-creating-more-and-better-jobs
Materials:
Pictures (cut-outs)
Visual aid (Cartolina)
PowerPoint presentation
Projector / Laptop
III. Learning Procedure
Teacher’s Activity Students’ Activity
A. Preliminary Activities
“Everybody stand and let us pray. Can
somebody please lead the prayer?”
“Good Morning class”
“please be seated”
“Let’s do the “Do as I do” activity.”
When I raise my hand, you’ll raise your hand,
When I close my hand, you’ll clap, and when
I’ll raise my hands up, you’ll stand.”
“Please, pick up the pieces of trash/paper
under your chair.”
“Please arrange your chairs properly and be
seated.”
“Secretary, please report the class
attendance, now.”
(the prayer leader will lead the prayer)
“Our Father, who art in heaven, Holy be Your
Name; Your kingdom come, Your will be
done, on earth as it is in heaven.
Give us this day our daily bread, and forgive
us our sins, as we forgive those who sin
against us; and do not lead us to the test, but
deliver us from evil. Amen.”
Good Morning Ma’am!
(the students will do what is said)
(The students will follow the said activity)
(The students will pick the pieces of paper
under their chairs.)
(The class secretary will report the number of
attendees in the class.)

2. B. Motivation
“Last meeting, we have discussed about
Finding Other’s Greatness, with the poem
Auld Lang Syne.”
“What is the poem all about?”
“Exactly, what makes the persona great in the
poem?”
“Yes, very well said. At the latter part of our
discussion, we define adverbs of time and
adverbs of place.”
“Again, what does Adverb of Time signify?
How about Adverb of Place?
“Very good!”
Before we proceed, do you want to play
Jigsaw puzzle?
“Now, on your chair, there are pieces of paper
and that will determine your group, for further
instruction, everybody, read.”
“Are the instructions clear? “
“When the first group finished the puzzle that
ends the game. You only have five minutes to
do the activity. You may now go to your
respective groups quietly. The timer starts,
now!”
“Okay! Time’s up! Group __ is done! Let’s
give them a round of applause!”
“Settle down, and remain seated with your
groups.”
C. LessonProper
1. Presentation of the Lesson
“Look at the picture closely, what can you
infer about him from his facial expression,
pose, and clothing?
“Yes, good idea, any other answers?”
“Yes Ma’am!”
“Ma’am, it is about Old Friendship.”
“The persona is inspired with his friend that
he always remembers what they have gone
together in the old times.”
“Adverb of Time signifies when, on the other
hand, Adverb of Place indicates location.”
“Yes Ma’am”
(The students will read the posted instruction)
“When your group is already complete, you
will all raise your hands and shout your group
number. You will get to see the puzzle and
have the chance to start. After completing the
puzzle, raise your hands and paste them on
the board.”
“Yes Ma’am!”
(The students will go to their respective group
and do the activity.)
(The students will do what is said)
“Yes Ma’am”
“The man looks hopeless.”
“It looks like the man is working in the farm,
and he looks tired. His slack-jawed mouth
and the way he’s leaning on the hoe make

3. “Very good! What can you deduce about the
time of day?”
“Definitely, By the late 1800s, Jean –
Francois Millet’s Man with a Hoe was in a
well-known private collection in San
Francisco. The painting became one of the
most famous in the United States at the turn of
the 20th century, and it inspired an American
poet named Edwin Markham to write a poem
titled “The Man with the Hoe” in 1899.
“Edwin Markham was an American poet and
became the headmaster of the Tompkins
Observation School in Oakland. He was
inspired by the painting that he came up to
write the poem The Man with the Hoe, where
this poem tells about farmer who is forced to
work hard in the field without enough time to
take control by the wealthy people.”
“Last meeting, I told you to read the poem,
The Man with the Hoe, and you were asked to
interpret the assigned stanza in your group.
2. Generalization
“Markham uses hyperbole throughout his
poem (e.g., “Bowed by the weight of centuries
he leans,” “This monstrous thing distorted
and soul-quenched?”). How does the poet use
hyperbole to persuade the reader?”
How do you think the speaker of the poem
feels about the man with a hoe? Where do you
see evidence in the poem to support your
ideas?”
“Yes, that’s right!”
“What do you think the speaker means when
he describes the man as showing “The
emptiness of ages in his face”?”
“Very good!”
him look tired. His clothing looks plain and
appropriate for working in the fields.”
“Based on the color of the sky and the
weariness of the man, the painting could
portray the end of the day. It might also
portray the morning; the man could be weary
from several days of work and is portrayed
taking a break.”
(The student will listen to the discussion)
(Possible answers of the students.)
“He may use hyperbole to make the man’s
situation seem even graver in order to elicit
sympathy for him.
“The poet describes the man with the hoe as a
pitiful and pitiable figure. He is bowed down
'with the weight of centuries' signifying that
he represents all the multitude of burdened,
impoverished farmers whose sweat is
emblematic of suffering and degradation and
carries the 'burden of the world' on his back.
Continuous, crushing labor has so
dehumanized the farmer that he has become a
'thing that grieves not and that never hopes.'
Furthermore, there seems to be no vehicle for
his voice to be heard.
“This could mean that the unfairness of this
farmer’s situation has been an issue for many
years”

4. “Why do you think the speaker of the poem
refers to the man as "a brother to the ox"?”
“In the poem, what does God intend him to
be?
“The man with a hoe is a ‘Slave of the wheel
of labor’, what does the wheel symbolize?”
“What is meant by the line, ‘What to him are
Plato and the swing of Pleiades?”
“What does the forth stanza mean?”
“What does the word ‘Future’ with a capital
letter symbolize?”
“What does the last stanza mean?”
“What does the bent body of the man with a
hoe signify?”
“Very good class! To sum it up, In the first
stanza, the poem describes the miserable
condition of the farmer because of the cruelty
by his master. in the second stanza, the poem
“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 relates the man to something
nonhuman, an animal that is used in the
agricultural industry.”
“From the poem, the poet is trying to tell us
that God originally intended the farmer to be
a powerful human being, one with supremacy
and control over the sea and the land. This
farmer was meant to live fully ('to feel the
passion of Eternity') and to search out the
mysteries of the stars and the universe. The
poet laments that, instead, the farmer is living
the wrong 'Dream;' he is betrayed by faceless
'masters, lords and rulers in all lands' who
have 'Plundered, profaned, and disinherited'
him from his true heritage.”
“The wheel here symbolizes never-ending
servitude. “
“Plato is a classical Greek philosopher and
mathematician. He represents education,
knowledge. And Pleiades is group of stars
named for the daughter of Atlas in Greek
Mythology, it represents about astronomy. So
the conclusion is to tell the farmer (laborer)
does not have a chance to learn any
knowledge neither philosophy nor
astronomy.”
“The speaker asks question to someone who
calls master, which is addressed to the ruler
(as if) have an unlimited power.”
“It symbolizes hereafter. Life after death.”
“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 farmer who represents the laborer
will dare to rise up and revolt after silent for
centuries.
“The bent body of the man with the hoe
signifies that he is one of a multitude who
have labored beyond their strength to support
the whims and desires of 'masters, lords and
rulers in all lands.'”

5. illustrates the contradiction situation. When
the farmer should live freely and pursue
dream but in fact this farmer lives with
adversity and terrible fear. In the third stanza,
the poem conveys that there is a big
difference between farmer (laborer) who
suffered and the ruler who lived in happiness
and wealth. Furthermore, the forth stanza, the
speaker satirizes the masters to fix their
mistakes and stop their cruelty because God
created humans not to act arbitrarily. And in
the last stanza, the speaker conveys anger tone
to the master. He believes that there will be a
judgement day in the future and at the time
the cruel masters have to be responsible for all
they have done to the farmer (lower class
people.)
“Do you understand the poem?”
3. Application (Group Activity)
“Now, for your activity, you will do a tableau
together with your groupmates, think of a
scenario about poverty. You will create a still
picture, without talking, to capture and
communicate the meaning of the concept.
You must truly understand the meaning of a
concept or idea in order to communicate it
using physical poses, gestures, and facial
expressions rather than words. Have one
representative to explain that picture you
posed in 3 sentences.”
“You have 5 minutes to think of a scene.”
“Are the instructions clear?”
“Okay, time’s up! Group 1 will be the first to
performed and then followed by the group 2
and so on and so forth.”
“Great performance, indeed, class!”
“Give yourself a round of applause!”
“Yes Ma’am”
“Yes Ma’am!”
(The students will perform accordingly.)
“Thank you Ma’am!”
(The students will clap their hands.)
IV. Evaluation (Group Activity)
Now, relate the experience of the persona in
the poem with that of the modern man’s
situation using informational material. You
have 5 minutes to do it.
(The students will do the task with their
respective groups.)

6. Questions to answer:
1. What does the informational material
say about the economic situation of
the country?
2. How can the generation of more jobs
influence the Filipino workers?
3. How should the jobs challenge be
addressed?
V. Assignment
Draw a Venn diagram; describe the similarities and differences between the poem and
the painting.
Poem Painting