Lesson Plan 02.02.2024 Catch Up Friday The Man With The Hoe
Lesson Plan 02.02.2024 Catch Up Friday The Man With The Hoe
Lesson Plan 02.02.2024 Catch Up Friday The Man With The Hoe
Department of Education
Region IV-A CALABARZON
City Schools Division of Antipolo
The learner transfers learning by composing and delivering lines of poetry and prose in speech choir,
PERFORMANCE jazz chant, or rap with appropriate and creative use of word order, punctuation marks, interjections,
STANDARD: and effective use of verbal and non-verbal strategies.
I. LEARNING OBJECTIVES:
In this learning session, the students should be able to:
1. Generate information on what they know about the topic.
2. Employ reading strategies while reading the text.
3. Reflect on the ideas presented on the text.
4. Share on the personal opinions based on the ideas in the text.
Enabling Competencies
1. Reflect on the ideas of the speaker.
2. Share on the personal opinions on the ideas listened.
Pre-Reading Activities
ACTIVITY 1: Picture Talk
Ask the students to study the painting and let them answer the following guide questions:
1. What can you see on the painting?
2. How would you describe the man in the picture?
3. How does the man in the painting make you feel?
SET 1
1. Lydia used a hoe to cultivate the soil before she planted the corn.
2. My mother gazes intently at the label before she buys anything.
3. She walked forward with the burden of the heavy wooden box.
4. The students listened with rapture during their catch-up activity.
5. He was stolid upon hearing the bad news; he wasn’t able to react at once.
SET 2
1. The man attempts to establish dominion over nature.
2. The people in the village still observe the ancient practices of their ancestors.
3. Using social media at a young age without parental guidance is fraught with danger.
4. The unlawful disposal of toxic waste in the mountains resulted in a censure from the community nearby.
5. A red sky in the morning can be a portent of a coming storm.
SET 3
SET 4
SET 5
ANALYSIS 2
Ask these questions to the students:
1. How do you feel about the activity?
2. Were you able to get the meaning of the unfamiliar words?
3. How do you think these words is associated with the painting?
Activity 3
Divide the class into four groups. Ask all the students to sing and choreograph the song “Old MacDonald Had a Farm.” Give them two
minutes to prepare. After their preparation, let each group present their version.
Analysis 3
Process Activity 3 by asking the following questions:
a. What did you feel in singing the song?
b. What do you think is the song all about?
c. What do you feel about farmers?
Activity 4
Ask the students to look at the pictures on the screen and tell them to write a 1-minute essay based on their observation. Ask them to
write their answers on a sheet of paper. After answering, let the students grab a partner and share their 1-minute essay. (Refer to
Task 1)
Analysis 4
Process the answers of the students from Activity 2:
a. What did you feel in doing the activity?
b. What can you say about your observations?
c. Do you consider these opinions as important issues that our country is facing right now? Why?
d. Do the given print media attain their purpose?
2nd Stanza
1. What happened to the man with the hoe in the 2nd stanza?
2. Is it the same as what God planned him to be? Explain your answer.
3rd Stanza
1. Who are the ‘Judges of the World’ to whom he is protesting?
4th Stanza
1. Who is responsible for turning the man with the hoe into a monstrous thing?
2. Do you think these people can still bring back everything they had taken away from the Man with the Hoe?
5th Stanza
1. What does the author say about what will happen in the future?
2. What happened when the working people asserted their rights?
3. In what way is their condition similar to the 'man with the hoe'?
4. What could be a possible solution to the social issue presented in the text?
Post-Reading Activities
Task 1
Divide the class into 5 groups then ask each group to do their assignment from the following tasks:
Group 1: Create a song related to the theme of the story. (They can use the tune of their chosen song.)
Group 2: Create a 3-minute promotional video (campaign/vlog) on how to give importance to our farmers.
Group 3: Complete the acrostic poem by supplying words or phrases related to the word “farmer”.
F -
A -
R -
M -
E -
R -
Group 4: Make a photocollage on raising awareness of our farmers’ welfare.
Group 5: Compete the reflection prompts.
3 things you learned from the poem.
2 things you found challenging about the topic.
1 question you still have.
Rubrics:
Content – 5
Cooperation – 5
Creativity – 5
Originality - 5
TOTAL 20 points
Task 2
Six Words, One Story
Watch the video “Creating More and Better Jobs in the Philippines” on Youtube. Summarize its main idea in six words. Write your
answer in a though bubble.
Task 3
Bigas, Hindi Bala
1. Let the students watch the video from YouTube: https://www.youtube.com/watch?v=OCcmqtn8Yyg entitled “Bigas, Hindi Bala.”
2. Ask the following process questions:
a. What did you feel in watching the activity?
b. What do you think is the purpose of the video?
c. What do you know about the background of the video?
3. With the four groups a while ago, ask each group to prepare a human sculpture that will depict their own campaign on “Bigas, Hindi
Bala.” Suggest that they can post their work on Instagram.
VI. CLOSURE
Ask the class for generalization and insights for today’s lesson. Share this quotation:
“So many philosophers have tried to interpret the world, but the point is to CHANGE it.”
- Karl Marx, philosopher