Basic Education Department

Junior High School

A. Y. 2022-2023
Grade 8 - English

December 27, 2022

I. Objectives
 relate content or theme to previous experiences and background knowledge.
II. Learning Targets
 I can relate content or theme to previous experiences and background
knowledge.by answering given questions.

III. Subject Matter

Lesson: Close Reading
Reference:https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/
writingareahandoutrevision/literature/Close-Reading.pdf
Materials: powerpoint presentation, visual aid, laptop, chalk and board

IV. Procedures

Teacher’s Activity Student’s Activity

A. Routinary Activity
 Prayer
Before we start our lesson let us pray. Let’s
bow our heads and feel the presence of the
Lord. Hail to the cross. “Our only hope”

 Greetings
Good morning class! “Good morning ma’am!”
Before you sit, kindly pick up those piece (The class will pick up those pieces of paper
of paper near you and arrange your chairs and arrange their chairs properly.)
properly.

 Checking of attendance
Is everybody present today? Secretary
please check our attendance for today, Thank
you! “Okay ma’am”
 Review
Before we start our lesson let us have a
spelling practice.

Directions: Arrange the jumbled words

depending to the definition given.
1. It is a noun which means a place
where people agree to meet a particular
time. 1. Rendezvous
(vosuender)
2. A noun which means the front of a
building. 2. Facade
(acdefa)
3. Noun. It is an amount of money that
is paid back to you because you have 3. Rebate
paid too much.
(baetra)

 Discussion
(everybody please read.)

Close reading is a method of literary analysis

which focuses on the specific details of a
passage or text in order to discern some
deeper meaning present in it.

“The meaning derived from the close reading

is the reader's interpretation of the passage or
text. A close reading should never be your first
reading of a text. Before focusing on the details (Students will read)
of a text or passage, it is important to have an
understanding of the text as a whole.”

“Do you have any questions about close

reading?”

“I have here example so you can learn more (Student will listen attentively)
what is Close Reading”

Purpose for Reading: The following passage is

an adaptation of Aesop’s story “The Wolf in
sheep Clothing.”
“Yes ma’am”
“As we read, you can think about what
happens to the Wolf and what lesson it might
teach us. Do you guys understand?”
The Wolf in Sheep’s Clothing (Student listen attentively)

1. ) A wolf decided to disguise his appearance

in order to secure food more easily. He
encased himself in the skin of a sheep,
wrapping it around his body.

2. ) But, the wolf was too greedy to pay

attention. When darkness slowly began
creeping in, the shepherd closed the gate of the
pen and the Wolf got locked inside.

3. ) When the shepherd came back to obtain

meat for the next day, he mistook the wolf for
a sheep, and killed him instantly!
“Yes ma’am”
“ I know you guys can feel overwhelming
when you see a passage right?”

“Just take a deep breath because this is like the

finished sandwich! Remember we are going to
read the passage three times.”

“Okay know we’ll start our first step, while

reading imagine you have a bread of a
(Student actively listening)
sandwich.”

The bread is the general idea and meaning of

the text, your goal is to summarize it.
“Yes ma’am”
“Can you all please read?”

Summarize - means to give a brief statement (Student will read)

or basic overview of the main points in the
story.

“It is your understanding to the story or what is

the author saying? Or in this case what’s
happening. You are asking yourself who, what,
where, when? Always remember we wouldn’t
have a sandwich without the basic layer just
like in the story we wouldn’t have a story
without the character, plot and settings right?”

“Now we will going to read the passage

together.”

The Wolf in Sheep’s Clothing (Student will read)

1.) A wolf decided to disguise his appearance
in order to secure food more easily. He
encased himself in the skin of a sheep,
wrapping it around his body.

2.) But, the wolf was too greedy to pay

attention. When darkness slowly began
creeping in, the shepherd closed the gate of the
pen and the Wolf got locked inside.

3.) When the shepherd came back to obtain

meat for the next day, he mistook the wolf for
a sheep, and killed him instantly!

“Now what do you think the story all about? “It is all bout the wolf who disguise as a
Anyone? sheep.”

“Okay, very good! “What happen to the wolf?” “He gets closed in a pen by the shepherd who
mistakes him for a sheep and kills him.”

“Exactly, thank you for your answers.”

(Students listening)
“Now that we have the bread of the story, it’s
time to read a second time. In the second
reading, we’ll focus on the peanut butter and
jelly of the sandwich. The peanut butter and
jelly are significance how the author tells the
story, interesting word choice, point of view,
imagery, figurative language. It’s all the things
that make a story salty and sweet and
crunchy!”

“In a second reading you’ll just going to clarify (Students will read)
and question. Everybody read”

Clarify - means to make it clear

“for example if there are unfamiliar with you

can use context clues around that word to give
a good idea”
(Students will read)
Context Clues - are hints the reader can use to
determine the meaning of an unknown word.

“Okay, Let’s try.”

“Do have noticed unfamiliar words in the

passage a while ago?”
“Yes ma’am”
“What it is?” “Encased”

“Encased, okay let’s look at the dictionary. It “Ma’am I still can’t understand”
says to enclose in or as if in a case.”
“Okay we need to look back closely to the text
to see the context in which the word is used.

A wolf decided to disguise his appearance in

order to secure food more easily. He encased
himself in the skin of a sheep, wrapping it
around his body.

“What do you think encased means?”

“Ma’am I guess encased means covered.
“Very good, encased means covered. He
covered himself in the sheep’s skin.”

“Do you guys understand?”

“Yes Ma’am”

“Now I have a question, How did the word

change the mood of the story. Anyone?
“I think ma’am it based in the scenario po.”

“ You have a point, maybe.”

“Lets find it out, In the second passage the

author doesn’t just say when it was night
right?” “Yes ma’am”
“Okay. Instead the author says “When
darkness slowly began creeping in.” what do
you think is the mood that the author create?
“It develop ma’am a ominous threatening
mood!”

“Very good, it develop a suspense mood in the

story.”

“ Are we clear about the peanut butter and

jelly?” “Yes ma’am”

“Now that we know what the story is about,

the bread and how the author chose to tell the
story which it the peanut butter and jelly. It’s
time to review the text a third time. Let’s put
the sandwich all together!”

“The third step is were going to synthesize.”

“Everybody please read”

(Students will read)

Synthesize - to combine and connect all the

elements to find a greater meaning.

“When you synthesize you can ask, “what does

the text mean?, what message is the author is
trying to convey.”

“Synthesizing all of the elements will help you

determine what the theme of the story is”

“So what was the text about? Anyone from the “Ma’am, the text is all about the wolf lied and
class?” created a disguise because he was trying to eat
all the sheep.”

“Exactly, thank you”

“The text is all about the author develop an

ominous mood like something bad was going
to happen, but the wolf was so greedy that he
didn’t even notice, He couldn’t see that he was
about to get eaten next and if he didn’t lie in
the first place it never would have happened to
him.”
(Student raise his hand)
“For you guys what is the theme of the story?”
“ Lying will never help you in many ways in
“Yes do you have an idea?” life.”

“Very good, the theme of the story is it is often

your own lies that will bring about your
downfall.”
(Students answer in chorus)
“So do you guys understand our lesson today?”
“Yes ma’am!”
 Activity

Directions: Read the story entitled The

Madman on the Roof” by Kikuchi Kan and
answer the following questions bellow.

Refer to your ECAS 8 book on pages 110 -123

Questions:
1. What was the danger if Yoshitaro
stayed too long on the roof? If you
were Yoshitaro, why would you enjoy
being there?
2. Why dis Yoshitaro want to stay on the
roof?
3. Was Kichiji convinced that Yoshitaro
could be kept from climbing the roof?
Why? Why not? Use dialogues in the
drama to answer the question.
 4. What kind of spirit does Gisuke think is
living inside his son? What happened
when Yoshitaro was young that caused
him to believe this?
5. Differentiate Yoshitaro from Suejiro.
Who made the contrast? Was it fair?
6. What was Tosaku’s main purpose for
coming over? In your family, do you
believe in faith healers and the
supernatural helping cure illnesses?
Narrate your experience.
7. Who was Kompira? According to
Yoshitaro, how did Kompira look like?
8. What was Kompira’s command
according to the priestess? If you were
the father and mother, how would you
have reacted to the order? Would you
comply with it?
9. How did Gisuke view Yoshitaro, a
blessing or a burden? How about
Suejiro, how did he view his brother?
What did he plan to do with him?
10. What are the life connections you can
make from the drama you read?

 Generalization

“Again, What are the steps in making Close

Reading?” “Ma’am, first we identify what the author is
saying.”
“Very good, second is?”

“We focus on how the author tells the story.”

“ And the third one?”

“We ask what is the deeper meaning of the

story and synthesizing to figure out the theme
of the story.”
“Exactly, You guys already listen to our
discussion today. Clap your hands”
(Students clap their hands)
 Closure

“What do you think is the help of knowing the

steps of Close Reading?”

“Ma’am it help us more to understand the real

“Very good!”
context of a story and apply it in a real-life
 Assignment situation po.

Search some short story and make a close

reading at least 3to 5 sentences.
Norielyn Damaso Ms. Ma. Carmela Lajum
Practice Teacher Cooperating Teacher