1. FIESTA CELEBRATIONS IN NEGROS ORIENTAL a webquest for English II (designed by Kathleen S. Lasola)

2. The Concept: Designed as an on line project for the ELC Core Group of the Second Year Curriculum An offshoot of the lesson “The Town Fiesta” by I.V. Mallari (English Arts II TX, pp. 5-8)

3. Learning Competencies: Prepare interview guides Make captions for pictures Write different types of discourse: narration (personal experience), exposition (book reviews), and description (apparatus, objects, etc.) Do self and peer editing using a set of criteria Write reflections on learning experiences in diary and journal entries

4. Values Integration: Taking pride in our cultural heritage Lateral Integration: Araling Panlipunan Art

5. THE PROCESS Grouping of students (10-15 members each) Assigning a town/city to avoid duplication Reading the webquest (www.geocities.com/kslasola/w ebquestculturalheritage.html

6. THE QUEST: Function as a marketing agency promoting Negros Oriental as a tourist destination thru her colorful fiestas Create an online travel brochure Must include descriptive essays, geographical map showing the location of the town/city, photos with captions

7. INCLUSIONS: Historical background and profile of the town/city Facts on the fiesta celebrations (date of the fiesta, patron saint, purpose, preparation, personal experience interview) Cultural events related to the fiesta celebration

8. F A Qs: ( the questionnaire) How do you celebrate fiesta in your locality? Why do you celebrate fiesta? How much do you spend for a fiesta celebration? What foods do you usually prepare for the celebration?

9. F A Qs (cont.) How long does it take you to prepare for the fiesta? Who are your usual visitors during the fiesta? What other activities are held during the fiesta? How do you feel after the fiesta celebration?

10. The Writing Task A class session was devoted to rewrite the answers in paragraph form (individual) Answers sorted out to come up with common and basic answers for the essay on Fiesta Celebrations (www.geocities.com/nohselc2/index. html)

11. Assessment Rubric was used to evaluate the project output Objective and consistent assessment because it is criterion based Shows students how their work will be evaluated and what is expected Provides useful feedback regarding the effectiveness of instruction Provides benchmarks against which to measure and document progress

12. SAMPLE WORK S I B U L A N II – Vidad RONA ARANAS - Group Coordinator -

14. SIBULAN

15. THE TOWN OF SIBULAN IS LOCATED NORTH OF THE CITY OF DUMAGUETE

16. SIBULAN IS THE MOST PROMISING TOWN IN THE PROVINCE OF NEGROS ORIENTAL. MOST OF THE TOWN IN NEGROS ORIENTAL IS CELEBRATING FIESTAS. IT IS ONE OF THE CUS- TOMS AND TRADITIONS OF MOST FILIPINOS SIBULAN CELEBRATED ITS FIESTA EVERY 13 th OF JUNE. SAN ANTONIO DE PADUA IS THE PATRON SAINT OF SIBULAN. THEIR CHURCH IS A FAVORITE PILGRIM DESTINATION, CRAMMED WITH DEVO- TEES EVERY 13 th OF THE MONTH. DURING FIESTA, THOUSANDS OF SAINT ANTHO- NY DEVOTEES FLOCK TO SIBULAN EVERY 13 th OF THE MONTH TO PAY HOMAGE TO THEIR PATRON SAINT.

17. A FLUVIAL PROCESSION HIGHLIGHTS THE TOWN FIESTA CELEBRATION EVERY JUNE 13. THERE ARE ALSO OTHER CULTURAL ACTIVITIES LIKE GAPNOD FESTIVAL WHICH IT IS CALLED ''GAPNOD'' BECAUSE OF THE PATRON SAINT WHO WAS FROM A ''DRIFT' WOOD'', AND THE ''YAG-YAG'' BECAUSE OF ABUNDANCE OF CRABS DURING DE- CEMBER. MOST OF THE SIBULANONS IS CELEBRATING FIESTA IN HONOR OF THEIR PATRON SAINT SAN ANTONIO DE PADUA. ACCORDING TO THEM, IT IS ALSO ONE WAY OF MEETING THEIR RELATIVES AND FRIENDS LIVING FROM FAR AWAY PLACES. THE PEOPLE HERE ARE VERY HOSPITABLE. THEY PREPARE AND SERVE DELICIOUS FOODS TO THEIR VISITORS.

18. DIFFERENT SIGHTS OF SIBULAN

19. SOURCES: NATIONAL STATISTICS OFFICE PROVINCIAL TOURISM OFFICE ANDREW BANQUERIGO

20. MEMBERS: RONA ARANAS KATRINA ARBON MALYNE ARMENTANO JERIL BENZ AZORES GERLA BULING KAREN CABATINGAN KRISHA MONIQUE DEL ROSARIO APRIL AMETHYST EQUIO ABEGAIL JAIME MARY JUNE JAMERA RUSCHELLE ANNE JEMINA MARGIE KITAY JONALIZA LABRADO RENELIO ABSIN ROMMEL ALEJADO JOVEN AMARANTE NESTOR AMIGO RIECHY AMOR JOHN MICHAEL BARERA GINESTER CALIJAN SONNY DALES JOHNLER DAYOT ROBERTO BUENAVISTA

21. The Impact of the Webquest on the Students Developed the critical thinking skills of the students Fostered interaction and collaboration among the students Enhanced cooperative learning Motivated students to work with computers and the Internet