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Teacherís Guide to Philippine Short Stories in English

SUBJECT AREA & YEAR LEVEL
English 1

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LEARNING OBJECTIVES/COMPETENCIES
This webquest aims to help students learn the elements of a short story and appreciate Philippine short stories in English.

After doing this lesson, students are expected to be able to:
1. Appreciate short stories in English written by Filipino authors as a means of gaining a better understanding of their identity and cultural heritage; and
2. Identify and discuss the elements of a short story:
2.1 Describe the setting and atmosphere
2.2 Identify the characters of the story and infer motives, attitudes and values of a character from what he/she does (action/manner) and says, and what others say about him/her
2.3 Single out events that form the plot of the story and anticipate events and outcomes from a series of details or acts
2.4 Determine the conflict/s and how it is/are resolved
2.5 Abstract the theme of a story from the relationship between plot and character as well as other elements.

At the same time, the webquest will teach students how to:
1. Use the World Wide Web as a learning resource;
2. Use email to connect with experts;
3. Prepare multimedia presentations;
4. Work cooperatively and collaboratively in order to produce quality student output; and
5. Assess their own work and those of their peers.

DURATION
5 weeks

PROCEDURE

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 five consecutive weeks, not spread out over a long period. This is to ensure a focused interest in the project.
3. Prepare a list of Philippine short stories in English that you will assign to the groups of students. You may also decide to prepare a copy of each story to give to the group concerned. If not, make sure you are ready with the information of where each story can be located by the groups.
4. 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).
5. 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 3-7).

For every step in the webquest, here are the 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.

Group your students into groups of four 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 among themselves on the distribution of roles among. 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
During the same class meeting where you do Step 1, assign one Philippine short story in English to each group. You can make random assignments by writing the title of each story (with the authorís name) on a piece of paper, mixing up the rolled pieces of paper in a box, and asking group representatives to pick one piece of paper each.

You may need to devote an entire class meeting to steps 1 and 2. It is important that you give students a thorough orientation to the webquest.

Step 3
Do the online treasure hunt, What Makes a Good Story (see the Teacherís Guide to this treasure hunt). This, as well as other class sessions on the short story, will provide your students with the basic knowledge that they need to be able to accomplish the webquest. In fact, the webquest is an application of the lessons on the short story, not a substitute for these lessons.

Step 4
The students need to locate background information on the short story assigned to their group and the author of that story. Prepare a list of sources of such information beforehand and include the list in the Resources section or give the list to students in the classroom.

Steps 5 & 6
To help students complete these two steps, schedule a special class session (at least three hours each 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 use of the computer center with the Center Manager. In addition, you and the Center Manager should give a demo-lecture on how to make multimedia presentations using MS PowerPoint or StarOffice presentation software. Also give instructions on how to scan and insert photographs in a multimedia presentation.

As they finalize their PowerPoint or StarOffice presentations, remind the students to consult or be guided by the scoring checklist.

Step 7
Schedule the oral presentation of group outputs in the computer lab. Each group should be given about 10 minutes to make their oral presentation. This means that only six groups can make a presentation in one hour and that you will have to devote several class sessions to this step. It is recommended that instead of doing the presentations during regular class sessions, you again pick one Saturday for all of the groups to make their presentations in the computer center. Perhaps one section can be assigned to make presentations in the morning and another section (if there are more than two sections doing the webquest) in the afternoon. The Center Manager and Assistant Center Manager should assist you.

As each group makes their presentation, grade the presentation using Part III of the checklist provided in the Evaluation section of the webquest. To encourage groups to pay attention to each otherís presentations, you can ask them to grade their classmatesí presentations using this same checklist (Part III only). If you do this, write Part III of the checklist on a piece of manila paper and have students write their answer to each question for each presentation made on a piece of paper.

After the last presentation, synthesize the lessons learned in the webquest.

Step 8
Immediately after the group outputs have been submitted, distribute copies of the self-assessment and peer evaluation forms for students to fill in. This is individual work. Each student should therefore have a copy of the forms. An alternative is to write out each form on a piece of manila paper and post these in the classroom for students to copy. The students can simply write their answers to the forms 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 checklist, assign points to the self-assessment and peer evaluation, and compute each studentís final grade or score for the webquest.
2. Let everyone know his/her score for the project.
 
 
   
   
       

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