Teaching with the Web:
    A Collection of Online Treasure Hunts and Webquests
Overview WebQuests Teacher’s Guides
to the WebQuests
Treasure Hunts Teacher’s Guides
to the Treasure Hunts
Forms Contributors

Teacher’s Guide to The Folklore of Bohol

English 1

Printer Friendly Version

The general aim of this webquest is 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).

But the webquest goes beyond having students read and discuss the elements of folktales, fables, legends, and myths, to having them re-tell these narrative forms in ways that contemporary Filipino children will enjoy. Thus, the webquest helps students practice their creative writing skills.

Critical reading skills are developed through the requirement that students produce illustrations for their story and that they formulate a learning activity about the story. The illustrations also give them an opportunity to practice their artistic skills.

In addition, this webquest teaches students how to:
1. Use the World Wide Web as a learning resource;
2. Conduct oral interviews;
3. Prepare multimedia material (with text and graphics) for uploading to a website;
4. Work cooperatively and collaboratively in order to produce quality student output; and
5. Edit and assess their own work and those of their peers.

3-4 weeks


Before starting on the webquest:
1. Make sure that you are thoroughly familiar with all of the components of the webquest.
2. Prepare a work plan, in which you indicate the inclusive dates for the various steps in the webquest process. The time allotment for each step in the webquest process is indicated in the Process section. But you need to identify the actual dates for every step. Your schedule should be such that the webquest is completed in three-four consecutive weeks, not spread out over a long period. This is to ensure a focused interest in the project.
3. Collect a few illustrated re-tellings of folktales for children to show your students as models of the kind of work expected of them (to be shown during Step 1). There are many such children’s books from Adarna and other Philippine-based publishing houses.
4. Compile a list of sources of Boholano stories or folktales to refer your students to. The sources should include books, other print materials, local experts or folklorists, and community elders whom your students can interview. Get the names of the local folklorists and community elders and their contact information. If possible, communicate with these experts beforehand to request that they allow your students to interview them. You can also formally request librarians and museum archivists to allow your students access to their folktale collections if any.
5. Prepare the materials you will need to distribute to students during the orientation session, such as copies of the webquest (print the printer-friendly version of the webquest, which is marked with a printer icon on the webquest index page of the sourcebook).
6. Coordinate with the Center Manager the use of the computer center (this is one reason why a work plan is needed) and let him/her know of any technical assistance you might need (especially for Steps 2 and 6-7).

For every step in the webquest, here are the that things you need to do:

Step 1
Orient your class to the webquest. It is recommended that you give a print copy of the webquest to each group. You can also do the orientation in the computer center, where groups can read the electronic or soft copy of the webquest on a computer assigned to them.

Carefully go over the Task and Evaluation sections of the webquest with your students. And then go over the Process. Encourage students to ask clarificatory questions and be ready to provide answers.

Form your students into groups of four members each, using the grouping method you decided on prior to starting the webquest. Make sure that there is a mix of abilities in each group.

Give the groups time to decide on the distribution of roles among them. Make sure that the assignment of roles is by consensus among the group members. No one member should decide which roles the other members will play, to ensure that all members will be motivated to participate in the activity.

Step 2
Do the online treasure hunt titled Folktales, Fables, Myths and Legends (see the Teacher’s Guide to this treasure hunt) to familiarize your students with these literary forms.

Step 3
If you have not yet done so, give each group your list of possible sources of folk stories from or about Bohol.

During the two-week period for this step, periodically check on each group’s progress in locating a story for re-telling. Make sure that all groups have chosen their story by the end of the two weeks allotted for this step.

For groups that are having difficulty, you can provide the Boholano folktales to choose from (which means that you must know several such folktales).

Steps 4 & 5
Monitor the groups’ progress as they do these steps by asking them about it when you meet in class. They should complete both steps in a week’s time.

Step 6
To help students complete this step, schedule a special class session (at least three hours but preferably the whole day) at the computer center on a Saturday. If you are doing this webquest with more than one section, schedule the work of each section on different Saturdays (one section per Saturday).

Coordinate the use of the computer center with the Center Manager. In addition, you and the Center Manager should give a demo-lecture on how to scan illustrations and place them in their document files.

As they finalize their group output, remind the students to consult or be guided by the rubric given in the Evaluation section of the webquest.

Steps 7 and 8
Collect the group outputs on the due date.

Congratulate your students on completing the webquest and do a brief (10-15 minutes) synthesis of the lessons learned.

Finally, ask your students to write their self-assessment essay and fill in the peer evaluation forms at home (to be submitted the next day). This is individual work. Each student should have a copy of the peer evaluation form. An alternative is to write out the form on a piece of manila paper and post it in the classroom for students to copy. The students can simply write their answers to the form on a piece of paper.

After the webquest (when all group outputs and accomplished student self-assessment and peer evaluation forms have been submitted):
1. Evaluate the group outputs using the rubric, assign points to the self-assessment essay and peer evaluation, and compute each student’s final grade or score for the webquest.
2. Let everyone know his/her score for the project.

Copyright 2004 by the Foundation for IT Education & Development. All rights reserved.