The Folklore of Bohol: A WebQuest for First Year High School (English)
Authored by P. Arinto and F. Tanggaan
Some people think that one of the most amazing sights on Earth is the Chocolate Hills
in Bohol. Many who see it wonder how these hundreds of mounds of the same size
could have been formed. Scientists will probably have an explanation or two. But
we have another source of an explanation, and that is folklore.
Do you know the legend of the Chocolate Hills? Do you know other legends and
folktales that are set in Bohol? If your answer is no, this webquest will help you fill
in the gaps in your knowledge of our local culture. If your answer is yes, this
activity will help you share what you know with other young people.
Your task is to make an illustrated re-telling of a folktale (that is, a legend,
fable, or myth) that is set in Bohol or that is about anything that can be found
in Bohol. The intended audience of your re-telling is children aged 9-12 years.
Your version of the story must help them appreciate local or folk stories. This
means that you must re-tell the story in a style that will appeal to your
audience and make colorful illustrations that they will find engaging or
interesting. Your story must also be accompanied by a fun learning activity that
will help young readers apply what they learned from the story. For example, you
could have a matching activity in which you ask your readers to match the
character with their favorite object. Or you could have them color a drawing of
a scene in the story using colors of their own choice.
Your re-telling of a folktale will be included in a website on Bohol folklore to
be made by the school’s e-Learning Club. Thus, you will need to encode your story in document format and scan your illustrations and
place them in the appropriate parts of the document. Encode the learning
activity as part of the same file. Your teacher will teach you how to encode
text and scan pictures.
You can get your folktale either from a book (a collection of folklore from
Bohol) or from older persons in the community (for example, your lola or lolo)
whom you can persuade to tell you these kinds of stories. The Process section includes what steps to follow in order that you can accomplish this task.
1. You will work in groups of four. Each group member must have a specific
role. Once you have been assigned to your group, discuss with them who among you
will play each role. The roles are:
||Will look for a folktale that the group will work on either
from books or other written sources, or from someone in the community; and
Write down the folktale as read or heard
||Will (re)write the folktale in English and in a way that will
make it appealing to 9-12-year-old children
||Will make the illustrations for the folktale
||Will make the fun learning activity to be placed at the end
of the book
2. To be able to locate, choose, and re-tell a folktale, you need to know
what a folktale is and what its various types are. You will gain this necessary
background information through an online treasure hunt using the online
resources listed for this webquest. Your teacher will ask you to do the online
treasure hunt in the computer lab on a designated class session.
3. After gaining an understanding of the different types of folktales and the
structure of a folktale, you should look for the folktale that you will
transform into an illustrated “book.”
This is the responsibility of the Researcher but it would help him/her find the
right story if the whole group will first agree about what place or object they
would like their story to be about. For example, you could as a group decide
that you would like to make an illustrated book about the legend of how
Tagbilaran got its name, or how Mount Elijer was formed, or how the Loboc River
came to be. Come up with three alternatives so that the Researcher will have
options left in case he/she cannot find a story about your first choice.
As mentioned earlier, the Researcher can look for stories in a book or printed
collection of Boholano folktales or ask an elder to tell a story. The Researcher
should take down the story, taking care not to omit any detail. Also take note
of the source. If the source is an elder, write down the name and time and date
when he/she told the story to you.
Your group should have chosen and found your story within one to two weeks.
4. Meet again as a group and discuss the story recorded by the Researcher.
Decide how you would like the story to be re-told by the Writer of the group.
Remember that the intended audience is children aged 9-12 years old.
The Writer will then (re)write the story as agreed upon by the group. The Writer
should finish his/her work in three days.
5. Meet as a group and go over the draft story as written by the Writer. Make
the improvements that you think should be made.
Then discuss with the Illustrator of the group what parts of the story you think
should be illustrated. Not all of the scenes need to be illustrated. But the key
scenes should be.
The Illustrator will then do his/her work. You can draw on ordinary bond paper
and use any coloring materials such as crayons or coloring pens. The
illustrations should be completed in three-five days.
6. Go over the Illustrator’s drawings/illustrations together and decide on the
final set of drawings to be scanned and included in your book. This meeting
should take place in the computer laboratory, preferably on a Saturday (your
teacher can schedule a common meeting for all groups), as this is when you will
encode your story and scan your illustrations.
While the Writer and Illustrator are working on the computer, the Instructional
Designer should be making the learning activity to be included in your book.
The Researcher can assist the Instructional Designer if needed. In any case, all
members of the group should approve the learning activity before it is finalized
While doing your work in this step and the previous steps, be guided by the
rubric for grading your group output that is given in the Evaluation section.
7. When you have finished encoding your story, complete with illustrations and
the learning activity, print a copy and submit it to your teacher.
8. Write a short essay on what you enjoyed most in this activity, what you found
most difficult, and what you learned. This is the self-assessment activity, for
which you will also receive a grade. This is an individual activity: each member
should write his/her own essay.
Each member should also fill in the peer evaluation form.
Submit your essay and the accomplished peer evaluation forms to your teacher on
the due date.
You will need the background information on folktales that are provided in the
Folktale, myth, fables and legends
What is a folktale
Types of folktale
What is mythology
Your teacher will show you examples of re-tellings of folk stories for young
readers that are accompanied by a learning activity.
Your illustrated re-telling of a folktale from Bohol will be graded using the
|Choice of story
||The story is set in Bohol or is about something found in
The source of the story is documented.
|The story is set in Bohol or is about something found in
Bohol but the source is not documented.
|The story has no connection to Bohol and the source is not
|Re-telling of the story
||The story has all of the elements of a folktale.
The choice of words and sentence structures are appropriate for young
readers aged 9-12 years.
The story is written grammatically.
|The story has all of the elements of a folktale but the
choice of words and sentence structures are not appropriate to young
readers. There are a few errors in grammar.
The story has some missing folktale elements but it is written in a way that
young readers will appreciate. There are a few errors in grammar.
|The story lacks many elements of a folktale and is written
in a way that is not appropriate to young readers. There are many errors in
||All of the key scenes in the story are illustrated.
The illustrations are well conceptualized—they complement the text of the
The style and color of the illustrations are appealing to the target
|The illustrations complement the text and their style and
color are appealing to young readers but a few key scenes are not
All of the key scenes in the story are illustrated and the style and color
of the illustrations are appealing, but some of the illustrations do not
complement the text well.
|Very few of the key scenes are illustrated, or what are
illustrated are not the key scenes at all. The illustrations do not
complement the text and the style is not appealing.
||The learning activity is based on or is connected to the
The learning activity is interesting and enjoyable for young readers.
|The activity is connected to the story but is not
particularly interesting and enjoyable to young readers.
The activity is interesting and enjoyable but it is only loosely connected
to the story.
|The activity is not connected to the story and it is not
interesting or enjoyable to young readers.
||The text (the story and the learning activity) has been
encoded neatly and the illustrations have been scanned and put in their
proper places within the text.
|There are a few errors in the encoding of the text or the
encoding is not complete but the illustrations have been scanned and put in
their proper places.
The complete text has been neatly encoded but some of the illustrations have
not been scanned and/or put in their proper places.
|There are many errors in encoding or very little of the text
is encoded properly and the illustrations have not been scanned and put in
their proper places.
The perfect score is 25 points, which in turn will account for 70% of your
grade for this project.
All group members will receive the same grade or score for the illustrated re-telling
of a Boholano folktale, with a learning activity attached. This means that you
have to help each other make sure that all parts of your group output meet the
Your will also receive a score for your self-assessment essay and
your peers' evaluation of how well you worked with your group. Each score will
account for 15% of your final grade for the project.
Folklore is an important repository of our culture. By reading our folk
stories, fables and legends, we come to know more about our values as a people.
In addition, folklore contains many interesting elements, which makes them so
appealing to everyone, both young and old alike.
In making an illustrated re-telling of a folktale, you are helping to promote
folklore. You are also helping your fellow young people develop a love for
reading as you provide them with interesting materials to read. At the same
time, you are developing your own reading and writing skills and developing your