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Teacher’s Guide to Fables, Folktales, Myths and Legends

Subject Area & Year Level
English 1

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Learning Objectives/Competencies
This lesson is one of a series that is designed to enable students to “discover Philippine literature as a means of having a better understanding of human beings and their environment” (Secondary English Language Curriculum for 2002, p. 15).

Specifically, this lesson aims to help students “show understanding and appreciation of various literary types in Philippine literature—i.e., legends, fables, myths, folktales” (Secondary English Language Curriculum for 2002, p. 16) by:
1. Explaining the characteristics of fables, legends, myths, and folktales;
2. Identifying the various elements of a story, such as the setting, character, and plot; and
3. Singling out events that form the plot of the story.

1-2 days

This online treasure hunt can be implemented as a standalone activity for the lesson on Philippine fables, folktales, myths and legends, or as part of the webquest, Folklore of Bohol.

Before you conduct the online treasure hunt, do the following:
1. In the computer lab, with the help of the Center Manager download all of the online resources/websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab.
2. Make sure that all computers are working.
3. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from all of the computers in the lab.
4. Print copies of the treasure hunt for your students (one copy per group). (optional)
5. In the classroom, group your students into groups of four members each.
6. Each group computer will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for groups that will remain in the classroom on Day 1. On Day 2, the set of students who will remain in the classroom may work on their answer to the Big Question or be given a seatwork as well.
7. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group).
8. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab.
9. Look for sources (in the library and the Internet) of scientific names of Philippine plants and animals that the students can refer to when they do the Big Question. The list should be ready for when your students are about to answer the Big Question (you may write the list on the board).

During the online treasure hunt, do the following:
1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation.
2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the small questions in about 30 minutes, and the Big Question in about 20-30 minutes. If the groups are not through answering the Big Question by the end of the class period, have them do it as homework, to be submitted the next day.
3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacher’s log/journal. Assist students as needed.
4. Collect the answers of groups that were able to complete the activity. Remind the rest to submit their work in the classroom the next day.
5. At the end of your workday, complete your personal notes on the conduct of the online treasure hunt in your teacher’s log/journal.

After the online treasure hunt, in the classroom (Day 2 if all of the groups were able to participate in the online treasure hunt on Day 1 because there were enough computers for all groups, or Day 3 if the groups had to work at the laboratory in two batches):
1. Discuss with the class the answers to the treasure hunt questions. Be sure to discuss the answers to all six questions.
2. Ask all or some groups to present their story map (the answer to the Big Question). If two groups or more chose the same story, help the class identify similarities and differences in the groups’ answers. Ask clarificatory questions to help groups explain their story map better,
3. Summarize the main points of the lesson. If you conducted the online treasure hunt as part of the webquest, remind your class of the webquest task and procedures and tell them that they are now ready to do Step 3 of the webquest.
4. Before dismissing the class, ask your students to comment on the online treasure hunt activity. On a piece of paper, ask them to write:
• what they enjoyed the most,
• what they found difficult, and
• what improvements, if any, they suggest for future activities of this type.
Give the students 5-10 minutes to do this, and then collect the answer sheets.
5. Grade the answers to the Big Question. Assign one point for every correct answer. All group members will of course get the same score. Record the scores and return the students’ work the next day.
6. Study the students’ assessment of the online treasure hunt and take this and your own notes into account when planning your next online treasure hunt.


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