Introduction
Isn't this supposed to be an "English-related" activity? Why are we talking about the Chiong Murder Case? What's so special about it that makes it so important?
The Chiong Murder Case also known as (People of the Philippines v. Francisco Juan Larrañaga et al.) was a trial regarding an incident on July 16, 1997 in Cebu, Philippines, in which sisters Marijoy and Jacqueline Chiong were kidnapped, raped, and murdered. Seven suspects were arrested and persecuted but the case was said to have a lot of complications and something went wrong while it's being processed.
As you go along with this activity, you will learn about the strange events that happened during the case; now the overall essential question you will answer is how did the Chiong Murder Case unfold to its climactic conclusion?
Task
During the Webquest
The learner's task is to gather information from variety of websites, videos, and maps to explain what really happened to the Chiong Murder Case. Along the way, the learner will be formatively assessed via mini-quizzes. The learner then will prepare their RAFT assignment: What is RAFT? A RAFT is a means for learners to creatively and effectively communicate written information. The learner will choose their role, audience, and format of writing, given the topic - Chiong Murder Case.
By the end of the Webquest
The learner will have created a writing RAFT synthesizing their research and providing descriptive detail concerning the topic.
Process
Step 1 - Navigate through web links provided for July 16–17, 1997. Although you do NOT need to navigate through all the sites, look through several, especially the "MUST SEE". Take notes about the following terms in relation to the first day of the trial, your goal is to figure out the actions, locations, opinions, and conflict for both Chiong and the suspects sides:
Step 2 - Take the mini quiz for July 16-17, 1997, turn it into your teacher for grading and review.
Step 3 - Navigate through web links provided for May 5, 1999. Although you do NOT need to navigate through all the sites, look through several, especially the "MUST SEE". Take notes about the following terms in relation to the day of the trial, your goal is to figure out the actions, locations, opinions, and conflict regarding the event.
Step 4 - Take the mini quiz for May 5, 1999, turn it into your teacher for grading and review.
Steps 5 - Navigate through web links provided for February 3, 2004. Although you do NOT need to navigate through all the sites, look through several, especially the "MUST SEE". Take notes about the following terms in relation to the day of the trial, your goal is to figure out the actions, locations, opinions, and conflict regarding the event.
Step 6 - Take the mini quiz for February 3, 2004, turn it into your teacher for grading and review.
Step 7 - Navigate through web links provided for July 2005 . Although you do NOT need to navigate through all the sites, look through several, especially the "MUST SEE". Take notes about the following terms in relation to the day of the trial, your goal is to figure out the actions, locations, opinions, and conflict regarding the event.
| Note: Find out as to what court it was taken and why? |
Step 8 - Take the mini quiz for July 2005, turn it into your teacher for grading and review.
Step 9 - Navigate through web links provided for December 3, 2007. Although you do NOT need to navigate through all the sites, look through several, especially the "MUST SEE". Take notes about the following terms in relation to the day of the trial, your goal is to figure out the actions, locations, opinions, and conflict regarding the event.
Step 10 - Take the mini quiz for December 3, 2007 , turn it into your teacher for grading and review.
STOP! Now, your teacher will model what a completed RAFT looks like and brainstorm some possibilities after most of you have gathered your research, and completed the mini quizzes.
Step 9 - Download and fill out the RAFT template and gain approval from the teacher. What does RAFT stand for?
Role of the Writer: What is your role as a writer? Who or what are you as the writer? A victim? A suspect? A witness? The Prosecutor? The Defense Attorney? The Judge?
Audience: To whom are you writing? A friend? Your teacher? A family member? A husband? or A wife maybe? Readers of a newspaper? Or someone else?
Format: In what format are you writing? An essay? A letter? A poem? A speech? A journal? A song? or some other form of writing?
Topic and strong verb: What are you writing about? Why? What's the subject or the point? It can be used across various content areas. BUT IN THIS ACTIVITY, this is the only item where you cannot choose - the topic is the Chiong Murder Case.
Step 10 - Outline each day of the trial using the notes you have gathered; go back and gather more detail as needed, depending on what role you've chosen. Use the additional resources and websites to add detail for your writing.
Step 11 - Using your notes gathered from the previous steps, synthesize your information utilizing the role, audience, and form of writing you have selected. Your goal is to provide a rich description, utilizing the terms provided for each day of trial of Chiong Murder Case.
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Suggestion: If you want to have a wider/broader perspective regarding this case; you are free to watch these movies: Jacqueline Comes Home (victims family's POV), & Give Up Tomorrow (Suspects' POV) |
Mini-Quiz Answer Sheet
Description: This questionnaire will serve as the answer sheet for the mini-quizzes parts.
RAFT Worksheet
Description: This will serve as the answer sheet for RAFT part. Do use another page of bond paper for the essay part and if the space given is not enough for your answers
Evaluation
- Word Length: Reports under 500 words in length will not be accepted for a grade.
- Use of terms: Each of the terms provided on the instruction page must be described. Reports will be handled back for students to add if they are missing.
*Plagiarism will automatically result in zero
**Writing that show cases gross historic inaccuracies will result in zero.
Rubric
| # | Beginning 1 | Developing 2 | Very Good 3 | Exemplary 4 | Score |
|---|---|---|---|---|---|
| Effort | Completed task with minimum effort. | Showed effort but could have improved. | Worked hard at completing the project. | Effort exceeded expectations demonstrated additional research. | 30 points |
| Creativity | Little to no evidence of creativity or originality. | Attempted an original idea but needed more development. | Good demonstration of creativity and originality. | Exceptional creativity and originality. | 30 points |
| Accuracy | Did not include any details from the research to develop their journals. | Included some information from the research in their journals. | Good use of information from the materials provided. | Excellent use of information from the websites showed used to develop the journals. | 30 points |
| Grammar/Spelling | Many errors which hamper understanding of the journals. | Several errors which do not overly impair understanding of the project. | Few errors which do not affect the clarity of the journals. | Minimal errors text is clear and comprehensible. | 10 points |
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Total Score: 100 points |
Conclusion
Before you turn in your finished copy of your Chiong Murder Case RAFT for final grading, here are some tips that might help you along the way:
1. Review the rubric to ensure you have addressed all the components
2. Ask a peer to review your writing
Once you have turned in your completed writing, reflect back on what you have learned. Did you learn more because there was freedom your choice of writing style. Were you motivated to discover information? Could you explain how the trial of Chiong Murder Case unfolded as result of this lesson?
Credits
Credits
This Webquest is inspired by the https://www.youtube.com/watch?v=PxoeuAZXoFY that taught me how to create one. You can always check the video in case you want to make a Webquest of your own as well.
Teacher Page
*This can be both used in English-related Subjects and also in Social Studies subjects.
Standards
Standards based on "New York State English Language Arts Learning Standards":
Standard 1: Students will read, write, listen, and speak for information and understanding
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2: Students will read, write, listen, and speak for literary response and expression
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Students will read, write, listen, and speak for social interaction
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Other
*For better implementation, teachers themselves must try to widen their perspective as well and have a broader knowledge regarding the case mentioned.