September 3 Colonialisms and Cosmopolitanisms

DAILY LESSON PLAN
Teacher: VENREY SENM S. ECANG

Date: SEPTEMBER 3, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: Basic textual and contextual reading approach in the study and appreciation of
literature
Content Standards: The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century
literature of the world through:
2. critical paper that analyzes literary texts in relation to the context of the reader and the
writer or a critical paper that interprets literary texts using any of the critical approaches;
and
3. an adaptation of a text into other creative forms using multimedia.
Learning Competency: 3. situate the texts in the context of the region, nation, and the world
Code: EN12Lit-IIc-29
Lesson Title: Colonialisms and Cosmopolitanisms
Lesson Overview: (See “View” on page 128-129)
This lesson explores the concept of cosmopolitanism in J Neil Garcia’s “XVIII, From Amsterdam: A Cycle.”
a. Stress that cities serve as critical and definite markers of modernity. Explain the
features of modern life namely order, predictability, and scientific advancement.
Define cosmopolitanism. Connect it with openness to various cultures of the
world.
b. This lesson tackles modern age, cosmopolitanism, diversity, colonial experience,
synechdoche, metonymy, and postcolonial experience by exploring “XVIII, From
Amsterdam: A Cycle” by J. Neil C. Garcia.
II. Objective:
K- Situate the texts in the context of the region, the nation, and the world.
S- Articulate the significance and place of cultural and national memory in an increasingly
globalized world.
A- Respond critically to the poem and consequently articulate this response through a
conceptualization of a monument that memorializes a particular event or person in
contemporary Philippine history.
III. Subject Matter:
Topic: Colonialisms and Cosmopolitanisms
Materials: printed copies of the lesson/topic and writing and oral
activities, board, chalk
Reference: 21st-century literature from the Philippines and the world Teacher’s Manual and textbook
Value focus: Appreciation of the concepts about modern age, cosmopolitanism, diversity, colonial
experience, synechdoche, metonymy, and post colonial experience.
Developmental Activities:
a. Pre-activity:
Prayer
Greetings
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)
Motivation:
A. Recop of the past discussion
B. Diagnose students’ knowledge by administering a diagnostic test.
Diagnostic test
Identify the word that is being described in each statement
1. It refers to the feature of a city that refers to the spaces in the city that are
organized according to zones.
2. It refers to the feature of a city that pertains to the goods that are valued through
prices, travel time is calculated based on traffic conditions.
3. It refers to a global mindset that characterizes an openness to the different
cultures and world views of people.
4. It is a figure of speech in which a part stands for the whole.
5. It is a figure of speech that consists of using a name as a substitute to another
name.
Answer key:
1. Order
2. Predictability
3. Cosmopolitanism
4. Synecdoche
5. metonymy
b. Lesson Proper:
Activity:
A. Do the following activity: (See “Trackback: The Philippine Colonial Experience” on page 129-130)
B. Group activity:
Explain postcolonialism and identify the positive and negative effects of colonialism to our culture.
a. what do you feel about the activity?
b. What do you feel about the positive effects of colonialism?
c. What do you feel about the negative effects of colonialism?
C. List five examples of way of life that is salient in the past. In each way of life, cite how this way of life changed.
Past Present
Questions:
a. What would you feel if you lived in the past?
b. Do you like your way of life at present?
c. How is the past and present related/opposite to each other?
D. Instruct the students to read the essential question
1. How does Garcia critique the notion of cosmopolitanism in his poem on Amsterdam?
Analysis:
2. What did you discover in the activity?
3. What do you feel about the information?
Abstraction:
1. What is the relevance of this information to the 21st century youth?
Application:
XVIII, from “Amsterdam: A Cycle” was written by J. Neil C. Garcia who uses poetry as a means to understand and examine post-
colonialism. In Amsterdam, he wrote 60 cycles of the observation of the speaker in Amsterdam.
Definition of Imperialism and Post-Colonialism
Imperialism Post-Colonialism
The policy extending a nation’s authority by territorial gain, or by It is a critique of western representation of race, ethnicity,
the establishment of economic and political dominance over culture, and human identity after colonization.
other nations
J. Neil Garcia is in recent interest centers on post-colonial perspectives of writers. He tries to answer if poetic theories respond to
the problems and issues of postcolonialism. Listen to an excerpt from his blog.
a. What does it reveal about J. Neil Garcia?
b. What do you think of Garcia as a post-colonial poet?
c. What ideology does Garcia possess?
Ideology is a collection of doctrines and beliefs shared by members of a group or a society. It can be described as a set of
conscious and unconscious ideas which make up one’s beliefs, goals, expectations, and motivations. An ideology is a
comprehensive normative vision that are followed by people, governments, or other groups that is considered the correct way by
the majority of the population, as argued in several philosophical tendencies.
Questions:
1. As a descendant of the colonized people, how do you feel that the descendants of the
colonizers mingle/live with you (as if nothing ever happened)?
2. Do you think the world really forgets the past?
3. Do people choose what to remember and what to forget?
4. Why do you think people live with great oblivion of colonialism?
5. Did colonized people move on because they are free or because they are free or because they
have to survive?
V. Assessment:
Figure of speech Meaning Example
Synecdoche It is a figure of speech in which a part is The ranch has several hired hands.
substituted for the whole or the whole
stands for a part.
Metonymy It is a figure of speech in which one word Malacanang asked the radio stations for air
or phrase is substituted for another with time on Friday night.
which it is closely associated; also, the
rhetorical strategy of describing something
indirectly by referring to things around it.
Example of Synecdoche Meaning

1.
2.
Example of Metonymy Meaning

1.
Synecdoche from the poem Metonymy from the poem

1.
VI. Assignment:
1. Give a brief historical background about Amsterdam.
2. Explain the connection of the creoles, the natives, and others to Amsterdam.
3. Discuss the theme of the poem.
Prepared By:
Venrey Senm S. Ecang, LPT, MAEd

21st-Century Literature from the Philippines and the World Teacher
DAILY LESSON PLAN
Teacher: VENREY SENM S. ECANG

Date: SEPTEMBER 3, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: Basic textual and contextual reading approach in the study and appreciation of
literature
Content Standards: The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century
literature of the world through:
2. critical paper that analyzes literary texts in relation to the context of the reader and the
writer or a critical paper that interprets literary texts using any of the critical approaches;
and
3. an adaptation of a text into other creative forms using multimedia.
Learning Competency: 3. situate the texts in the context of the region, nation, and the world
Code: EN12Lit-IIc-29
Lesson Title: Colonialisms and Cosmopolitanisms
Lesson Overview: (See “View” on page 128-129)
This lesson explores the concept of cosmopolitanism in J Neil Garcia’s “XVIII, From Amsterdam: A Cycle.”
a. Stress that cities serve as critical and definite markers of modernity. Explain the
features of modern life namely order, predictability, and scientific advancement.
Define cosmopolitanism. Connect it with openness to various cultures of the
world.
b. This lesson tackles modern age, cosmopolitanism, diversity, colonial experience,
synechdoche, metonymy, and postcolonial experience by exploring “XVIII, From
Amsterdam: A Cycle” by J. Neil C. Garcia.
I. Objective:
K- Situate the texts in the context of the region, the nation, and the world.
S- Articulate the significance and place of cultural and national memory in an increasingly
globalized world.
A- Respond critically to the poem and consequently articulate this response through a
conceptualization of a monument that memorializes a particular event or person in
contemporary Philippine history.
VII. Assessment:
Figure of speech Meaning Example
Synecdoche It is a figure of speech in which a part is The ranch has several hired hands.
substituted for the whole or the whole
stands for a part.
Metonymy It is a figure of speech in which one word Malacanang asked the radio stations for air
or phrase is substituted for another with time on Friday night.
which it is closely associated; also, the
rhetorical strategy of describing something
indirectly by referring to things around it.
Example of Synecdoche Meaning

1.
2.
Example of Metonymy Meaning

1.
Synecdoche from the poem Metonymy from the poem

1.

September 3 Colonialisms and Cosmopolitanisms

Uploaded by

Copyright:

Available Formats

September 3 Colonialisms and Cosmopolitanisms

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

September 3 Colonialisms and Cosmopolitanisms

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

Teacher: VENREY SENM S. ECANG

Example of Synecdoche Meaning

Example of Metonymy Meaning

Synecdoche from the poem Metonymy from the poem

Venrey Senm S. Ecang, LPT, MAEd

Teacher: VENREY SENM S. ECANG

Example of Synecdoche Meaning

Example of Metonymy Meaning

Synecdoche from the poem Metonymy from the poem

You might also like