CORE GATEWAY COLLEGE, Inc.

Maharlika Highway cor. Cardenas St.

San Jose City, Nueva Ecija
Tel. No.: (044) 511-1609 Fax No.: 940-3154

TEACHER EDUCATION PROGRAM

New Historicism
(Detailed Lesson Plan)

Eric John T. Chavez

Bachelor of Secondary Education Major in English-2

Ms. Syrill Josephione Sanopo

Instructor

(2nd Semester- Final Period)

SY: 2021-2022
 May 20, 2022

A DETAILED LESSON PLAN for Grade 12

I. OBJECTIVES

By the end of the lesson, students will be able to:

a. Differentiate old historicism and new historicism in a Literary Criticism theory.

b. Justify the significance of the context of both the author's and the critic's history in every
literature; and
c. dramatize and relate famous lines from their favorite old local film to the current issues in the
society.

II. SUBJECT MATERIALS

Topic: New Historicism

Reference (s): What is New Historicism: Literature. (2018, August 23). A Research Guide for Students.

https://www.aresearchguide.com/new-historicism.html

Materials: Laptop and PowerPoint Presentation

III. PROCEDURE/METHODOLOGIES

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

A. ROUTINE ACTIVITIES
1. Prayer

Let us pray first before we start our class.

John Carlo, kindly lead the opening prayer.

Our Father, who art in heaven, hallowed by thy name, thy

kingdom come, thy will be done, on Earth as it is in heaven.
Give us the day our daily bread. And forgive us our sins, as
we forgive those who trespass against us. And lead us not
into temptation but deliver us from evil. Amen.

Amen!
Good morning class!
Good morning, Sir!
2. Attendance/ Assignments

How are you today, class?

Doing great, Sir!

Okay, that’s good to know.

Now, let us check our attendance. Please,

open your camera to track if you are present
in our class for today.
(Students will open their cameras)
Very nice, it seems like you are all present.

3. Review
Before we proceed to our new lesson, let us
first recapitulate our last topic. Please, tell us
what our last topic was all about, Jonathan?
It was all about literary criticism.

Very good!

Please, state what literary criticism is,

Michelle.
Literary criticism is the study, evaluation, and interpretation
of literature. 

Very good!

What do you think is the purpose of literary

criticism in literature, Andrea?

The purpose of literary criticism is to broaden a reader's

understanding of an author's work by summarizing,
interpreting, and exploring its value.
Thank you!

Again, as a student, why do you think literary

criticism is important, Karev?
Researching, reading, and writing works of literary criticism
will help you to make better sense of the work, form
judgments about literature, study ideas from different points
of view, and determine on an individual level whether a
literary work is worth reading.

Very well said!

Do you have any questions or clarifications

about our last topic? None, Sir!

It seems like you have already understood our

last topic. Now, let’s move on.

A. MOTIVATION

Before we delve into our new lesson, I will

group you into two (2). The point here is that
since we have so many social, and cultural
issues that are transpiring in this present
generation, and even in the past, I want you to
understand and relate the message of the
poem that was written by Maya Angelou
entitled “I Still Rise.” In fact, the author of
this poem had so many devastating and dark
moments in the past in which criticism are
apparent when she writes her work, yet she
never gave up on achieving her aspirations in
life. I will give you four (4) minutes to
understand the poem, and afterward, you will
be given a chance to share your understanding Yes, Sir!
of the poem.

Are we clear? (Students will read and understand the poem)

Okay, you may now have your time to

understand the poem.

Still I Rise
BY  MAYA ANGELOU
You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.

Does my sassiness upset you?

Why are you beset with gloom?
’Cause I walk like I've got oil wells
Pumping in my living room.

Just like moons and like suns,

With the certainty of tides,
Just like hopes springing high,
Still I'll rise.

Did you want to see me broken?

Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?

Does my haughtiness offend you?

Don't you take it awful hard
’Cause I laugh like I've got gold mines
Diggin’ in my own backyard.

You may shoot me with your words,

You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I’ll rise.

Does my sexiness upset you?

Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?

Out of the huts of history’s shame

I rise
Up from a past that’s rooted in pain
 I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.

Leaving behind nights of terror and fear

I rise
Into a daybreak that’s wondrously clear
I rise Yes, Sir!
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.
We think that the problem that was in the past and is still

Class, are you all done?
Group 1, please state your understanding of
the poem.
occurring these days is the people around us. As we can
observe, sometimes the people we don’t know or the people
that we know are the people who want us to pull down.
Because of their insecurities and hatred, it will become a
social problem that affects one’s life who wants a healthy
and peaceful socially friendly environment. However, the
poem enlightens us that albeit we are surrounded by
negativity, you need to learn that you have no responsibility
to be like they expect you to be.

Part of the complexity of life is the negativity, and

insecurities of the people who don’t want to grow in their
Very well understanding, Group 1!
environment, socially. It is seen in the past, and transpiring
in this century that people’s hatred, insecurities, pessimistic
How about Group 2, please, state your
attitudes, and negativity are still the problem. However, this
understanding.
poem taught us that we should never let those social
problems dictate what we are capable of and that we should
understand that those things should never stop us from
being the best person that we can be.
That was such a profound understanding.
Very good, Group 2!

Since you have now understood the message

of the poem, you proved that you are a good I think it is related to literature, history, and critiquing, Sir.
critic because you are able to connect the
social, and cultural problems in the past and
still are in the present age. Now, what do you
think is our new lesson for today, Stevens?

Okay, very good!

C. DISCUSSION
Our new lesson is related to literature, history,
and critiquing because our new lesson for No, Sir!
today is one of the literary criticism theories,
the new historicism.
I think it is all about studying and relating the events in the
Are you familiar with this type of approach in past and in this present era.
literary criticism?

Now, what comes to your mind when you

hear the words new historicism, Justine?

New Historicism is a critical approach that was developed

Somehow, you are correct, thank you! in the 1980s through the works of Michel Foucault and
Stephen Greenblatt, similar to Marxism.
First, let us know the founder of this critical
approach. Please, read this part, Meredith.

New Historicism is a literary theory based on the idea that

literature should be studied and interpreted within the
 context of both the history of the author and the history of
Thank you! the critic. 

Please, read the definition of new historicism,

Alpha.

Yes,Sir!

Thank you, Alpha!

I think in every tragic story he writes, as I observed, most of

Class, do you know William Shakespeare? the characters in the end of his writings died.

What can you say or what did you observe

about the tragic story of literature he writes,
Jay?
That’s right, very good observation!
Please, read this part, Hanna.
In the historical era, where William Shakespeare lived
during his time in Elizabeth Era around 1567 to 1616, death
was more apparent than it is today. Infant mortality was
higher. Untreatable diseases were more prevalent, and
capital punishment was accepted as judicious.

Thank you!

This is why, as we have observed,

Shakespeare’s tragedies do feature a lot of
death. And that’s the importance of studying
the history of the author, in context; it is also
New Historicism was highly debated in the late 1970s in
like studying the socio-historical events based
contrast to the literary theory of New Criticism. It rejected
on his work or writings. And that’s how New
the fundamental tenets of New Criticism.
Historicism works.
Okay let’s move on. Please, read this part,
Maxime.

Yes, Sir!

Okay, thank you!

Did you get it? Old historicism would only focus mainly on the author’s
biography, social background, ideas circulation at the time,
Now for you to fully understand new and culture at the time believing that they can view history
historicism, let us define what old historicism objectively by the text.
is in literary criticism theory, please read this
part, Kevin.

Yes, Sir!

Thank you!
New historicism aims at understanding intellectual history

Is that clear? through literature and literature through the cultural context
surrounding the historical events.
Okay, class from those definitions that we
understand, what do you think is the main aim
of the new historicism, Safire?

None, Sir!

That’s right!
Yes, Sir!
Do you have any questions or clarifications
about our lesson?
D. APPLICATION

So, did you really understand the new

historicism?

Okay, to check if you really understand our

topic for today, I will group you into two (2),
the same group in our motivational part
earlier. Your task is to create a diagram
showing the differences between old and new Rubrics 5 3 2
historicism and their similarities. You can Content It presents Lack of Not related
strong, and supporting to the topic.
search for other references on the internet
knowledgeable ideas.
because you will be given 5-minute time to ideas.
finish your task. At the end of the time, you Organizatio Sophisticated Inconsistent
Minimal
n arrangement arrangement
control of
need to choose one (1) representative in your of content. of content.
content
group who will explain your work. You will arrangement.
Grammar Free from There are Many
be graded based on the given rubrics. grammatical few grammatical
errors. grammatical errors.
Please, read the rubrics, Andrea. errors.

(Students will participate)

Yes, Sir!

(The student will state their work.)

(The student will state their work.)

Now, you may have your time to do your
task.

Are all groups done? None, Sir!

Group 1, please, present your task.

Very well understanding!

Next is group 2, please, present your task.

Okay, very good!

Do you have any questions or clarification?

A. EVALUATION
For our last activity, as you can
remember, yesterday I group you into
three (3), the point here is, I’m going to
give sets of lines from the famous old
film in the country. You’ll be going to
choose three (3) of them to dramatize
and relate them to the current issues in
the country these days including the
historical context, such as political,
social, and economic. This is only good
for eight (8) minutes. I will give each
group 5-minute time to prepare, and the
remaining three (3) minutes for your
performance and explanation. You will
be graded based on the given rubrics.

Direction: You are a group of actors and actresses. Your goal is to

Please, read the direction, Toni.
dramatize and relate the famous lines from the old local film in the
country. After that, you’ll have to perform it in the google meeting.
You will be graded based on your performance, creativity, and
group work.

Thank you!

Please, read the rubrics, Florence.

 RUBRICS: Excellent Good Fair
(15 points) (10 points) (5 points)
Performanc Emotions/feelings There is a Students’
e and the overall minor performance
acting are well problem in is not
expressed, and the students’ organized
free from any performance and
errors. Most but still connected to
importantly, it is connected to the lesson.
connected to the the lesson.
lesson.
Creativity The idea is There is a Lack of idea
unique, and it slight and
uses different problem in interpretation
props, and it the is not
presents a clear interpretation appropriate
interpretation.
Group All members Some of the Only a few
Work cooperate to members are members are
finish the given not cooperating.
task. cooperating.
Class, here’s your choices.

Famous lines in the film Heneral

Luna 2015 (John Arcilla)

 "Mas madali pang

pagkasunduin ang langit at lupa
kaysa dalawang Pilipino
tungkol sa kahit na anong
bagay."
 “Negosyo O Kalayaan Bayan O
Sarili Pumili Ka”

Famous lines in the film Anak 2000

(Vilma Santos)

 “Sna maisip ko kahit konti kung

gaano kasakit sa akin ang mag-
alaga ng mga batang hindi ko
kaano-ano samantalang kayong
mga anak ko hindi ko man lang
maalagaana”
 “Sana inisip mor in kung ilang
pagkain ang tiniss kong hindi
kaiinin para makapagpadala
 ako ng malaking pera dito”

Famous lines in the film “Himala”

1982 (Nora Aunor)

 “Walang himala!! Ang himala

ay nasa puso ng tao, nasa
pusong nating lahat! Tayo ang
gumagawa ng himala! Tayo ang
gumagawa ng mga sumpa at ng
mga diyos, walang himala!

Famous lines in the film “ No other

woman 2011 (Carmi Martin)

 Ang mundo ay isang malaking

Quiapo. Maraming snatcher,
maagawan ka. Lumaban ka!”

Famous line in the film “Minsan lang

kita iibigin” 1994 (Maricel Soriano
and Zsa Zsa Padilla)

 Z: Relasyon?
 (Eeeeenk! Wrong answer!)
 M: Relasyon, querida, kabit,
number 2, mistress,
RELASYON!
 (Maricel FTW!)
 Z: Terry...
 (OMG STFU!!!)
 M: Wag mo akong ma-Terry,
Terry! Iyong tanong ko ang
sagutin mo! Are you fucking
my husband?!
 (In my mind I gave her a
rightful standing ovation! And
then....)
 Z: MINSAN!

Are you all done?

(All groups will dramatize and relate

their chosen famous local film lines.)

G. ASSIGNMENT
 For your assignment, you need to search more about how
new historicists do their job as a critic of new historicism.
And you need to search for the set of questions that are
being asked and answered in doing the critical approach of
new historicism.

Is that clear, class? Yes, Sir!

And that’s all for today’s lesson. Goodbye, class! Goodbye, Sir!

Prepared by:
Mr. Eric John T. Chavez

(2nd Year Bachelor of Secondary Education Major in English)

Checked by:
Ms. Jennifer Apelo
(Instructor)