A DETAILED LESSON PLAN IN BUKIDNON MYTH

“The Flight of Agyu’s Family”

I. Objectives:

At the end of the lesson, the students must have:

a. Identified the mythical hero patterns of the Bukidnon Myth, “The Flight of
Agyu’s Family”;
b. Summarized the story through a “Broken Telephone Activity”; and
c. Developed awareness on the literary works of our very own province through
creating/inventing their own Bukidnon hero.

II. Subject Matter: “The Flight of Agyu’s Family” (Narrated by Manuel Himaus in
Maluko, Manolo Fortich, Bukidnon dated, July 20, 1983 and Translated by Teogenes
F. Unabia)
Language Focus: Mythical Hero Patterns
Skill Focus: Paragraph Writing, Summarizing, and speaking.
Learners: BSEd. ENGLISH-1
References: Bukidnon Myth Compilations
https://studyres.com/doc/1437038/the-heroic-pattern-in-mythology
Materials: printed pictures, marker, cut-out papers, and printed copies of the text
(The Flight of Agyu’s Family)

III. Procedure:
A. Preliminaries
1. Prayer
2. Greetings
3. Checking of attendance
4. Review of the previous lesson
 B. Motivation
Teacher’s Activity
: “Today, we will be learning something from
our very own province but before that, let me
ask you something. If you were given a chance
to possess a power or supernatural ability, what
would it be and why?”
(Give at least 10 seconds interval to let the
students think.)
: “Okay! Thank you so much, everyone for
sharing your ideas and your super powers!”
C. Presentation of the Lesson
Teacher’s Activity
Pre-reading
: “Moving on, take a look of these pictures!”
(holding some printed pictures of different
super heroes)
: “I want you to choose or pick any of the hero
and describe his/her characteristics.”
: “Who wants to share his/her idea first?
Anyone?”
: “Very good! Thank you. Who else?”
: “Very well said. Thank you! Now, what do
you think is our topic for today?”
Student’s Activity
Student 1: “If given a chance to possess a
power, ma’am, it would be the power of
invisibility because…”
Student 2: “If I were to possess a supernatural
ability, ma’am, it would be the power to fly
because…”
Student 3: “For me, ma’am, it is the power to
read minds because…”
Student’s Activity
All students: *intently looking at the pictures
shown*
All students: *nodding and evaluating each
hero*
*A student raised his/her arm*
Student 6: “Ma’am! I chose Wonder Woman. I
believe she is…”
*another student raised his/her arm*
Student 7: “I have picked Batman, ma’am.
Batman is…”
Student 8: “Maybe it is all about heroes,
ma’am?”
 Student 9: “Maybe about supernatural beings,
: “Well, maybe. Thank you!” ma’am?”

: “Okay, something close and related to that.

Thank you!”

During-Reading

: “Our lesson for today is all about mythical

hero patterns. When we say patterns, what
*A student raised his/her arm*
comes to your mind, class? Especially that we
are talking about heroes?”
Student 10: “Maybe it is all about the
characteristics of the mythological heroes,

: “Okay, almost there. Thank you! What else?” ma’am.”

: “Hmmm. Good guess. Something close to Student 11: “Maybe it will be all about their

that! Thank you!” journey as a hero, ma’am.”

: “When we talk about mythological hero

patterns, it is all about the illustration of the
arch]etypal pattern of the hero, in which
a hero's life follows a predictable pattern of
types of events.”

: “This pattern usually follows the following:

1. He has a special birth.
2. He has an unusual/extraordinary skills
as a child.
3. He is tested as a young man.
4. He goes on a journey/quest to find
something.
5. He has difficult tasks to do.
6. He has one waterloo/weakness.
7. He is rewarded for his effort.
8. He has an unusual death.”
*And the teacher goes on with the discussion on
the patterns presented*
: “Any question?”
All students: “None so far, ma’am.”
: “If there is none, let’s proceed to the next
activity.”

*Distributes all the copies of the story, “The

Flight of Agyu’s Family.”

: “Okay, since we are done with the discussion

All students: *Silently reading the text*
on the heroic patterns of mythology, for ten
(10) minutes, I want you to read the story
silently.”

*10 minutes later*

: “Okay, time’s up! I want you to count from 1 *One by one, the students started the
to 4.” counting.*

: “Proceed to your group and move silently then *The students followed through*
face your groupmates.”

*The Teacher distributes the materials that will

be used in the activity.*

: “So, we have here the copies of the

mythological hero patterns and the discussion
of each pattern is printed at the back of the
materials.”

: “Each group will be given five (5) minutes to

identify the patterns found in the story and
discuss the topic/s assigned to you within your
group. After that, you choose one representative
or speaker that will be tasked to discuss what
you have discussed within your group, into the
other groups. Each speaker will be given 2
minutes to do discuss it to the other groups.”

: “ This activity shall follow the sequence

below:
 Speaker of G-1 to G-2; Speaker of G-2 to
G-3; Speaker of G-3 to G-4; Speaker of G-
4 to G-1 and so on until all representatives
will be back to their own group.”

All students: “None so far, ma’am!”

: “Any question regarding the mechanics of the
activity?”
*All students have started doing the activity.*
“If none, then let’s begin!”

*After 15 minutes*

*The students are now moving back to their

: “Okay! I have really seen the active seats.*
participation of everyone! Now, go back to your
respective seats!”
Student 12: “I have learned that all heroes in
: “What have you learned from the discussion? mythology share the same patterns, ma’am.”
Anyone?”
All students: “None, ma’am!”
: “Very good! Any question regarding the
patterns discussed and the story?”
All students: “No yet, ma’am!”
: “Okay, very well! Now, let’s take a look if
you have really understood the story. Have you
ever played the game, “The Broken telephone?”

Post-reading
Student 13: “What do you mean by that,
ma’am?”
: “This activity will allow you to retell the story
chunk by chunk.”

: “Well, I have here the telephone. Once the

telephone starts ringing, I will be the one to tell
the title of the story you have read and after
that, I will pass the telephone into the first
person from the right side and he/she should tell
the start of the story and the cycle goes on until
All students: “Yes, ma’am!”
the telephone have reached into the last person
in the classroom and the story has been
completed. Am I understood?”
: “Okay, let’s start.”

*The telephone rings*

: Today, I will be telling a story about, “The

Flight of Agyu’s Family.”
Student 14: “Once there was a tribe led by
*Passes the telephone to the student* Gulubatnen, son of Agbibilin, living in
Salug…”

*The passing of the telephone and the retelling

of the story went on until the telephone was
given back to the teacher.*

: “Okay! That was fun! Well, I can say that you

have really understood and absorbed the story.” All Students: “None, ma’am!”

: “Any question?” *The students followed through*

: Okay, then prepare a 1 whole sheet of paper!

IV. EVALUATION

Instruction: Create/ Invent you own hero based on the mythical hero patterns
discussed in the class and based on the myth, The Flight of Agyu’s Family. Write a short story
about your invented hero and present it to the class. This activity will be worth 80 points and
your output shall be graded based on following rubrics:

CATEGORY 10 7 5 3
Title Title is creative, sparks Title is related to Title is present, No title.
interest and is related to the story and but does not
the story and topic. topic. appear to be
related to the
story and topic.
Characters The main characters The main The main It is hard to tell
are named and clearly characters are characters are who the main
described in text as named and named. The characters are.
 well as pictures. Most described. Most reader knows
readers could describe readers would very little about
the characters have some idea the characters.
accurately. of what the
characters
looked like.
Setting Many vivid, descriptive Some vivid, The reader can The reader has
words are used to tell descriptive figure out when trouble figuring
when and where the words are used and where the out when and
story took place. to tell the story took place, where the story
audience when but the author took place.
and where the didn’t supply
story took place. much detail.
Problem/ It is very easy for the It is fairly easy It is fairly easy It is not clear
Conflict reader to understand for the reader to for the reader to what problem
the problem the main understand the understand the the main
characters face and problem the problem the characters face.
why it is a problem. main characters main characters
face and why it face but it is not
is a problem. clear why it is a
problem.
Solution/ The solution to the The solution to The solution to No solution is
Resolution character's problem is the character's the character's attempted or it is
easy to understand, and problem is easy problem is a impossible to
is logical. There are no to understand, little hard to understand.
loose ends. and is somewhat understand.
logical.
Spelling and There are no spelling or There is one There are 2-3 The final draft
Punctuation punctuation errors in spelling or spelling and has more than 3
the final draft. punctuation punctuation spelling and
Character and place error in the final errors in the punctuation
names that the author draft. final draft. errors.
invented are spelled
consistently
throughout.
Organization The story is very well The story is The story is a Ideas and scenes
organized. One idea or pretty well little hard to seem to be
scene follows another organized. One follow. The randomly
in a logical sequence idea or scene transitions are arranged.
with clear transitions. may seem out of sometimes not
place. Clear clear.
transitions are
used.
Creativity The story contains The story The story There is little
many creative details contains a few contains a few evidence of
and/or descriptions that creative details creative details creativity in the
contribute to the and/or and/or story. The
reader\'s enjoyment. descriptions that descriptions, but author does not
The author has really contribute to the they distract seem to have
used his imagination. reader\'s from the story. used much
enjoyment. The The author has imagination.
author has used tried to use his
his imagination. imagination.

V. Assignment
 1. Instruction: In a short bond paper, create or draw a cover of the story you have
made for your invented hero. Your output will be worth 50 points and shall be
graded based on the following rubrics:

Coherence and Cohesion to the story: 20 pts.

Neatness: 15 pts.
Creativity: 15 pts.
TOTAL: 50 pts.

2. Advance Reading Assignment: Read in advance the story, “The Creation of

the Universe”. Copies are already distributed.

Prepared by:

DARCHNY Z. PUSOD
Instructor