notes

1. Story of Creation: How Bauko
Got its Name
Developer: FERLYN E. OLOAN Illustrator: FERLYN E. OLOAN

2. Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF MOUNTAIN PROVINCE
Published by the:
Learning Resource Management and Development System (LRMDS)
Department of Education
Cordillera Administrative Region
Schools Division of Mountain Province
COPYRIGHT NOTICE
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency of office wherein the work is created
shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K-12 Curriculum through the Curriculum Implementation Division (CID)- Learning Resource Management
and Development System (LRMDS). It can be reproduced for educational purposes and the source must be acknowledged. Derivatives of the work including creating
an edited version, an enhancement or a supplementary work are permitted provided all original work is acknowledged and the copyright is attributed. No work may
be derived from this material for commercial purposes and profit.
ii

3. PREFACE
This Small Book is a project of the Curriculum Implementation Division particularly the Learning Resource Management and Development Unit, Department of Education,
Schools Division of Mountain Province which is in response to the implementation of the K-12 Curriculum.
This Learning Material is a property of the Department of Education– CID, Schools Division of Mountain Province. It aims to improve students’ performance specifically in
Reading.
Date of development: March 2015
Resource location:
Schools Division of Mountain Province
Abatan National High School
Learning area: English (Literature)
Grade level: Grade 7
Learner’s resource type: Learner’s Material
Copyright year: 2016
Content Standard: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determin-
ing word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
Performance Standard: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participat-
ing in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various sit-
uations; and observing correct subject-verb agreement.
Learning Competencies:
EN7LT-I-b-1: Discover literature as a means of connecting to a significant past
EN7VC-I-a-8: Use structural analysis to determine the meaning of unfamiliar words or expressions from the material viewed
Focus Skill: Literature
Timeline: Quarter 1/ Week 4
iii

4. PREFACE
This storybook is inspired by one of the key features of the DepEd K-12 Curriculum which is the delivery of the
lessons though localization and contextualization. This feature stresses that students learn best when experiences in the
classroom have meanings and relevance in their lives. This is very evident in the Grade 7 English Learning Package. For
the first quarter of the learning package to which this storybook is patterned, different creation stories were utilized as
springboards in teaching various language structures.
Bauko is a fourth class municipality in the province of Mountain Province, Philippines. It is subdivided into 22
barangays namely, Abatan, Bagnen Oriente, Bagnen Proper, Balintaugan, Banao, Bila, Guinzadan Central, Guinzadan
Norte, Guinzadan Sur, Lagawa, Leseb, Mabaay, Mayag, Monamon Norte, Monamon Sur, Mount Data, Otocan Norte,
Otocan Sur, Poblacion (Bauko), Sadsadan, Sinto and Tapapan. It is also the province’s most populous town.
This storybook entitled “Story of Creation: How Bauko Got Its Name” does not only narrate the origin of the name of
the Municipality. It also gives a variety of information about the town which can lead learners to better understand the
present situation of Bauko.
This book can be used as a reading reference for Grade 6 to Grade 7 learners and can be used as a reading
intervention for Grade 8 with low reading levels. Differentiated tasks arranged from easier to more difficult ones are
included to serve as guides in determining if the students understood the story. Moreover, the story can be used as
springboard for teaching different English lessons.
iv

5. ACKNOWLEDGMENTS
The preparation and the production of this storybook “Story of Creation: How Bauko Got Its Name” would not
have been possible without the immense contribution of the following, hence, grateful acknowledgement and deep
appreciation is extended to them. To Madam Jocelyn P. Samidan, EPSvr-LRMDS for the approval of this contextualized
instructional material and the valuable suggestion that are of great help; To Madam Soledad L. Aligo, Abatan NHS
School Head, for her continuous motivation and unending support so that the storybook will be finished.
To Sir Ignacio Daoas, Publisher of the file “SAPSAPIT, SODSODOK YA OG-OGALI ID SANG-ADOM” to which some
of the photos in this storybook were taken; To Ma’am Maria Paz O. Baldo, the author’s workmate for her undying
support and words of encouragement; To Efren Oloan for his constructive criticisms; To Oliver M. Emengga for helping
the author come up with fun activities for young learners and suggesting ways on how to make the activities look
creative.
The undersigned would also like to express her special thanks to the Grade 7 students of Abatan National High
School for their help in gathering some information about Bauko.
To the other authors and publishers whose names are inadvertently missed in the list, may the undersigned
hear from you for your necessary corrections. Above all, to our God Almighty who is the Source of Wisdom and
Inspiration to the author.
To all people mentioned above, May God return your love and contribution in ways He alone can provide.
FERLYN E. OLOAN
Abatan National High School
Abatan, Bauko, Mountain Province
Bauko District I
v

6. SOLEDAD L. ALIGO
School Head
DIVISION LRMDS STAFF
ANDRES M. CUYASAN NIKKI T. MACABEO
Project Development Officer II Librarian II
JOCELYN P. SAMIDAN
Education Program Supervisor– LRMDS
DIVISION EVALUATOR:
JOCELYN P. SAMIDAN
Education Program Supervisor– LRMDS
CONSULTANTS:
KHAD M. LAYAG
CHIEF, Curriculum Implementation Division
IRENE S. ANGWAY
OIC-Office of the Assistant Schools Division Superintendent
SALLY B. ULLALIM, CESO V
Schools Division Superintendent
vi

7. ENGLISH
DETAILED LESSON LOG
School ABATAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher FERLYN EMENGGA OLOAN Learning Area Literature, Reading Comprehension
Teaching Dates and Time July 4 Quarter 1
I. OBJECTIVES EN7VC-I-a-8: Use structural analysis to determine the meaning of unfamiliar words or expressions from the material viewed
EN7LT-I-b-1: Discover literature as a means of connecting to a significant past
Content Standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning;
the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
Performance Standard The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriatereading styles; participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct
subject-verb agreement.
Learning Competency/Objectives
Write the LC code for each.
EN7VC-I-b-8: Use structural analysis to determine the meaning of unfamiliar words or expressions from the material viewed
EN7LT-I-b-1: Discover literature as a means of connecting to a significant past
II. CONTENT S E A R C H I N G F O R T H E B E G I N N I N G S
Story of Creation: How Bauko Got Its Name
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages 14
2. Learner’s Materials/Textbook pages 14-15
Other Learning Resource Story Retold by Lola Minay of Lagawa
IV. PROCEDURES
Reviewing previous lesson or presenting the new lesson Unlocking of Unfamiliar Words: What am I?
Show pictures and have students identify what these pictures are (baneng, opeg, conquistador, bulalakaw).
Establishing a purpose for the lesson From the story of Maranao to the Story of the Universe, we will now come to the story of our own town.
Presenting examples/Instances of the new lesson Who heard about different stories of our own town from their parents or grandparents? Call some students to share what they have heard.
Discussing new concepts and practicing new skills #1 Distribute copies of the story to the students.
Have the students discuss among themselves the story through a group activity. The leader of the group will present their discussion to the class.
Discussing new concepts and practicing new skills # 2
Developing mastery (leads to Formative Assessment 3) Processing of the activity: Digging Deeper
1. Padoka and Adian were known to be refugees from a western tribe. Whose tribes did they possibly originate if our ancestors were from the west of our municipality?
2. The children of Padoka and Adian married each other. What is your opinion about this? Is it possible now?
3. What do Opeg and Daoacan signify?
4. Would you be willing to experience the life of Padoka and Adian if given the chance?
Finding practical application of concepts and skills in daily living Compare and contrast the life of our ancestors and our life now. Use the Venn Diagram.
Making generalizations and abstractions about the lesson How did Bauko get its name?
Evaluating learning Character and Setting Analysis:
Fill in the organizer with phrases to describe the characters of the story. (Refer to the activity given in the learning material.
Additional activities for application or remediation What happened first? What happened last? Fill in the organizer to show what happened fro the beginning to the end of the story.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who scored below 80%
Did the remedial lessons work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
DETAILED LESSON LOG
vii

8. Table of Contents
Cover Page i
Copyright Notice ii
Preface iii-iv
Acknowledgments v-vi
Detailed Lesson Log vii
Table of Contents viii
Words To Know 1
Story of Creation: How Bauko Got Its Name 2-31
Differentiated Activities
Digging Deeper 32
Character and Setting Analysis 33
Organized the Unorganized (Then and Now) 34
What happened first, What Happened Last? 35
Family Tree 36
viii

9. Words to Know
Connect the pictures under Column A with the vocabulary under Column B and the
meaning under Column C, using lines.
A B C
Baneng a woven basket used to store treasures
Opeg Spanish soldiers that invaded other countries
Conquistador falling/shooting star
Bulalakaw a narrow passage in rice fields
1

10. 2

11. 3

12. During the first
o p e r a t i o n o f t h e
conquistadors in the Ilocos
Region, Padoka and
Adian, a couple from the
Western tribe ran away.
4

13. 5

14. Although they were
uncertain of where they
were going, they climbed a
mountain and went on until
they reached a place
which they thought was
good for them to settle.
6

15. 7

16. They settled in Pabis,
a narrow plateau on the
south of Mount Am-o,
which is known today as
Tabeyo.
8

17. 9

18. A c c o r d i n g t o
Padoka, this was the safest
place he and his wife
could settle. There were
deep rocky mountains on
the east and the south
sides.
10

19. 11

20. To survive, they had
cultivated the plateau
and planted it with root
crops. Padoka also
b e c a m e a s k i l l e d
conscientious hunter.
12

21. 13

22. One day, he caught a
live sow, a female pig.
He was happy at the thought
that he and his wife had
meat for viand. But, Adian
persuaded Padoka to spare
the pig so they could have a
pet.
14

23. 15

24. After sometime, the
couple was blessed with a
baby boy whom Padoka
named Opeg, signifying a
rare basket used for keeping
treasures such as jewelry.
16

25. 17

26. It was not however,
sooner when the couple was
blessed with another child, a
companion for their boy. She
was a girl and they called her
Daocan, meaning “the fallen
stars of heaven”. Upon the
mountains of Am-o, the family
lived in contented posterity.
18

27. 19

28. Many years afterwards,
the pregnant sow of Adian was
nowhere to be found in the
pigpen. All four members of the
family mobilized to search the
vicinity in case it went farther to
furrow.
20

29. 21

30. Fortunately, it was Adian
who found it. From the
pigpen, she discovered that
her pregnant sow left the
neighborhood toward the
east via the lower dike-like
m o u n t a i n c a l l e d
Kamanbaneng.
22

31. 23

32. Both Padoka and Opeg
followed the footprints of
their pig going to Mount
Kiyapan until they found the
pig in a cave-in on the side
near a spring.
24

33. 25

34. The place was full of “Bukok
Tree” (of the genus Garcinia), the
fruits of which were in season. With
one thought in mind, the family
decided to transfer in this area.
They built their house near the
spring in Mount Kiyapan.
26

35. Once settled, father and son
constructed rice fields while mother
and daughter tilled camote
plantation.
Everything was doing well in the
family. After which, the children of
Padoka and Adian married each
other, thus, expanding the clan
with Opeg as the head.
27

36. 28

37. As the number of people
who lived in this place increased
as a result of migration and
intermarriage between the
children of Padoka and Adian
and nearby communities, there
began rampant cutting down of
trees which they used to build
houses.
29

38. When the number of trees
was dwindling, the descendants
of Opeg, son of Padoka and
Adian started calling the place
“Baukok” which served as a
memory of the trees that once
abounded in the place.
30

39. This later on evolved to
Bauko which is how this
municipality is now known.
31

40. Differentiated Activities
A.Digging Deeper
1.Padoka and Adian were known to be refugees from a western tribe. Whose
tribes did they possibly originate if our ancestors were from the west of our
municipality?
2. The children of Padoka and Adian married each other. What is your opinion
about this? Is it possible now?
3. What do Opeg and Daoacan signify?
4. Would you be willing to experience the life of Padoka and Adian if given the
chance?
32

41. A.Character and Setting Analysis
Fill in the organizer with phrases to describe the characters of the story.
Bauko
1.
2.
3.
4.
5.
Adian
1.
2.
3.
4.
5.
Daocan
1.
2.
3.
4.
5.
Padoka
1.
2.
3.
4.
5. Opeg
1.
2.
3.
4.
5.
Conquistador
1.
2.
3.
4.
5.
33

42. C. The boat is Sinking, Organize the Unorganized
C.1. Organizer 1: Then and Now
Compare and contrast the life of our ancestors and our life now. Use the Venn
Diagram.
Then Now
34

43. C. 2. Organizer 2: What happened first? What happened last?
Fill in the organizer to show what happened fro the beginning to the end of the
story.
1.
2.
3.
6.
5.
4.
7.
8.
9.
35

44. C.3. Organizer 3: Family tree
Rearrange this organizer to come up with a family tree showing Padoka’s Clan.
You may totally change it if you wish to.
Adian Daocan
Padoka
Opeg
Padokas’ Clan
36