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Learning Area English

Learning Delivery Modality Full Face to Face
School DEIHS Grade Level GRADE 10
LESSON Teacher JEDDALYN F. GACES Learning Area ENGLISH
EXEMPLAR Teaching Date MARCH 27, 2023 – MARCH 30, 2023 Quarter 3rd
QUARTER
Teaching Time 12:50 – 1:50 Agoncillo – M-F (T) No. of Days 4 days
1:50 – 2:30 Conchu – M- F (Th)
2:30 – 3:20 Aguado – M-F (W)
4:40 – 5:30 Aguinaldo – M-Th
(Friday – HG)

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature;
also how to use evaluative reading, listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
B. Performance The learner skillfully delivers a speech for a special occasion through utilizing effective verbal
Standards and non-verbal strategies and ICT resources.
C. Learning In this lesson, the learners are expected to:
Competencies or
Objectives  determine the features of a Historical Literary Criticism; and
 differentiate Historical Literary Criticism from one of other literary theories or schools
of criticism discussed.
D. Most Essential Critique a literary selection based on the following approaches:
Learning
Competencies - Structuralist/Formalist
(MELC) - Moralist
(If available, write the - Marxist
indicated MELC) - Feminist
- Historical
- Reader-response
E. Enabling N/A
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Literary Criticism: Historical Approach
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide N/A
Pages
b. Learner’s Material N/A
Pages
c. Textbook Pages N/A
d. Additional  Carleton College. (2011). Historical Criticism. Retrieved from
Materials from https://www.carleton.edu/departments/ENGL/Alice/CritHist.html
Learning  Purdue Online Wrtitng Lab. (2020). New Historicism, Cultural Studies (1980s-present).
Resources Retrieved from https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/
literary_theory_and_schools_of_criticism/new_historicism_cultural_studies.html
B. List of Learning  Department of Education Learning Management System
Resources for  Microsoft PowerPoint presentation
Developmental and  https://www.youtube.com/watch?v=zFKNNvAgZ5g
Engagement Activities
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IV.PROCEDURES
A. Introduction Goal Orientation

 The learners will read the expected goals and tasks of the lesson.
 They will take note of the expected goals and tasks for them to be guided for the entire
lesson.
 For offline viewing, the learners may download the lesson packet.
Introductory Text

This lesson is about the Historical approach in literary criticism. Specifically, the learners are
expected to determine the features of a Historical Literary Criticism, and differentiate
Historical Literary Criticism from one of other literary theories or schools of criticism
discussed.

Historical criticism is a literary criticism in the light of historical evidence or based on the
context in which a work was written, including facts about the author’s life and the historical
and social circumstances of the time. This is in contrast to other types of criticism, such as
textual and formal, in which emphasis is placed on examining the text itself while outside
influences on the text are disregarded. (Britannica, 2021)

Historical criticism is the historical approach to literary criticism. It involves looking beyond
the literature at the broader historical and cultural events occurring during the time the piece
was written. An understanding of the world the author lived in (events, ideologies, culture,
lifestyle etc.) allows for a more comprehensive understanding of the work. (Hoffman Family
Library, 2020)
C. Development Development of the Skill

Various approaches to Historical Criticism.

1. Traditional Historicism

A historical approach to literary interpretation and analysis is perhaps the oldest and one of the
most widely-used critical approaches. The historical approach involves understanding the
events and experiences surrounding the composition of the work, especially the life of the
author, and using the findings to interpret that work of literature.

2. New Historicism

This school, influenced by structuralist and post-structuralist theories, seeks to reconnect a

work with the time period in which it was produced and identify it with the cultural and
political movements of the time. New Historicism assumes that every work is a product of the
historic moment that created it.

A helpful way of considering New Historical theory, Tyson explains, is to think about the
retelling of history itself: "...questions asked by traditional historians and by new historicists
are quite different...traditional historians ask, 'What happened?' and 'What does the event tell us
about history?' In contrast, new historicists ask, 'How has the event been interpreted?' and
'What do the interpretations tell us about the interpreters?'" (278). So New Historicism resists
the notion that "...history is a series of events that have a linear, causal relationship: event A
caused event B; event B caused event C; and so on" (Tyson 278).

New Historical critics, according to Lois Tyson, consider literary texts to be “cultural artifacts
that can tell us something about the interplay of discourses, the web of social meanings,
operating in the time and place in which the text was written” (291). They argue that “the
literary text and the historical situation from which it emerged are equally important because
text (the literary work) and context (the historical conditions that produced it) are mutually
constitutive: they create each other” (Tyson 291-292).

Typical questions:

 What language/characters/events present in the work reflect the current events of the
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author’s day?

 Are there words in the text that have changed their meaning from the time of the
writing?

 How are such events interpreted and presented?

 How are events' interpretation and presentation a product of the culture of the author?

 Does the work's presentation support or condemn the event?

 Can it be seen to do both?

 How does this portrayal criticize the leading political figures or movements of the day?

 How does the literary text function as part of a continuum with other historical/cultural
texts from the same period?

 How can we use a literary work to "map" the interplay of both traditional and
subversive discourses circulating in the culture in which that work emerged and/or the
cultures in which the work has been interpreted?

 How does the work consider traditionally marginalized populations?

Learning Task 1: Understanding Historical Criticism

Directions: Watch the video presentation
(https://www.youtube.com/watch?v=zFKNNvAgZ5g. Then, answer this short True or False
quiz about Historical Criticism to test what you have learned.
1. Historical criticism is based on historical evidence or context in which the literary work
was written. (TRUE)
2. In historical criticism, the focus is reader’s reactions to literature. (FALSE)
3. Historical criticism may be done in two approaches—traditional historicism and
postmodern criticism. (FALSE)
4. In traditional historicism, the events and experiences surrounding the composition of the
work and the life of the author are considered. (TRUE)
5. Historical criticism includes historical and cultural events occurring during the time the
piece was written. (TRUE)

D. Engagement
Learning Task 2: Historical Criticism vs Other Schools of Criticism
Directions: Following the template below, differentiate historical criticism from one of the
other schools of criticism discussed. You may choose from either Structuralist, Moralist,
Marxist, Feminist and Reader-response. Use the template to start this learning task.

Name
Section
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E. Assimilation Learning Task 3: My Reflection

Directions: As a summary of your learning, answer the following reflective questions.

In this module, I learned _____________________________________

1. The challenges I encountered in this lesson are _______________
2. I intend improve myself in terms of ___________________________

V. REFLECTION Before the end of the lesson, a student will provide the generalization of the day’s topic.

Prepared by: Noted by:

JEDDALYN F. GACES LAILANI I. MONLEON

Teacher Subject Coordinator

Checked by:

IMELDA T. LOPEZ ARBEL A. BAYOT

Master Teacher I Principal II