The document summarizes a Maranao epic story called "Indarapatra and Sulayman". It describes how four monsters - Kurita, Tarabusaw, Pah, and a seven-headed bird - devastated the land of Mindanao. King Indarapatra of a distant city took compassion and sent his brother Sulayman to kill the monsters. Sulayman succeeded in killing three of the monsters but was killed by the fourth. King Indarapatra then revived Sulayman and killed the remaining monster, restoring peace to Mindanao.
Indapatra at Sulayman (Please Read Description)Bruce Wayne
Indapatra at Sulayman | Mythology of Mindanao
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A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
Indapatra at Sulayman (Please Read Description)Bruce Wayne
Indapatra at Sulayman | Mythology of Mindanao
Direct PowerPoint Download Link (Click Skip Ads to visit link):
http://atominik.com/1hjp
or
https://dlapkmod.com/file/YWNlMz
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
REGION XII (SOCCSKSARGEN) Philippine Literature
LITERARY WORKS
ULAHINGAN, INDARAPATRA AT SULAYMAN,
MONKI, MAKIL & THE MONKEYS, LAMGE
AUTHOR/S
JAIME AN LIM (1946-present)
REGION XII (SOCCSKSARGEN) Philippine Literature
LITERARY WORKS
ULAHINGAN, INDARAPATRA AT SULAYMAN,
MONKI, MAKIL & THE MONKEYS, LAMGE
AUTHOR/S
JAIME AN LIM (1946-present)
The Earth on Turtles BackFrom the Onondaga-Northeast Woodland.docxarnoldmeredith47041
"The Earth on Turtle's Back"
From the Onondaga-Northeast Woodlands tribe, Retold by Michael J. Caduto & Joseph Bruchac
Before Earth was here there was only water as far as one could see in all directions, with birds and animals swimming around in it. Up above in the clouds there was Skyland. In Skyland was a great and beautiful tree with four white roots stretching to the four sacred directions. Every kind of fruit and flower grew from its wide spreading branches.
The Chief of Skyland's young wife was expecting a child. One night she dreamt she saw the great tree uprooted. The next morning she told her husband her dream. "This is very sad," he said, "for it is a dream of great power and we must do all we can to make it come true." Then the chief called all the men together and told them they must uproot the tree. But the roots were so deep and strong they couldn't budge it. So the ancient chief himself wrapped his arms around the tree and strained and strained, until with one last great effort he uprooted it. Now there was a great hole where the tree's roots had been. The chief's wife came and leaned over to look down, holding the tip of one of the uprooted tree's branches to steady herself. Far below she thought she saw something glittering like water. Leaning out further, she lost her balance and fell into the hole. Her hand slipped from the tip of the branch, leaving her only a handful of seeds as she fell.
Far, far below in the waters some of the animals looked up. "Someone is falling from the sky," said one.
"We must help her," said another. Then two Swans flew up and caught her between their wings, and brought her gently down to the water where the birds and animals were watching.
She is not like us," said one of the animals. "She doesn't have webbed feet. I don't think she can live in the water."
"What shall we do?" said another of the water animals.
"I know," said one of the birds. "I have heard there is Earth far below the waters. If we dive down and bring up Earth she will have a place to stand. So the birds and animals tried to bring up Earth. First Duck dove far down beneath the surface, but he couldn't reach the bottom and floated back up. Then Beaver tried. He went even deeper, so deep that it was all dark, but he couldn't reach the bottom either. Then Loon tried and was gone a long, long time, but he too failed to bring up Earth. Soon it seemed that all had tried and failed. Then a small voice spoke.
"I will bring up Earth or die trying." They all looked to see who it was. It was little Muskrat. She dove down and swam and swam. She was not as strong and swift as the others, but she was determined. She went so deep that it was all dark, and still she swam deeper. Her lungs felt ready to burst, but she swam deeper still. At last, just as she was becoming unconscious, she grasped at the bottom with her little paw and floated upwards, almost dead. When the other animals saw her break the surface, they thought she had failed. Then .
Different versions of the Zulu origin story all share this theme: Life has a single common ancestor.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This PowerPoint accompanies Dr Lindsay William's teaching notes on AustLit. It covers Aboriginal and Torres Strait Islander writing, secondary teaching, English teaching, ACARA, and embedding Indigenous perspectives in the classroom.
This PowerPoint accompanies Dr Lindsay William's teaching notes on AustLit. It covers Aboriginal and Torres Strait Islander writing, secondary teaching, English teaching, ACARA, and embedding Indigenous perspectives in the classroom.
Do you know where the 'Great Bear' constellation gets its name from? Find out in Mocomi TimePass Magazine Issue 44. Every issue has something fun for everyone! In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. Spelling Activity
1. LIMB
a leg or an arm
a community of people
smaller than a town;
village
eat up completely, as with
great appetite
a situation in which there
is much destruction or
confusion
extremely bad; causing
great fear
2. SETTLEMENT
3. DEVOUR
4. HAVOC
5. DREADFUL
5. Spelling Activity
a young tree
something causing
great misery or death
the top or highest point
of something (usually a
mountain or hill)
removed or separated by
cutting
the humane quality of
understanding the
suffering of others and
wanting to do
something about it
6. SAPLING
7. SCOURGE
8. SUMMIT
9. SEVERED
10. COMPASSION
7. 1. Where did the story took
place?
Guide Questions:
2. What is the name of the
terrible creature with many
limbs?
3. What is the name of the ugly
creature in form of a man?
4. What is the name of the
enormous bird who brought
darkness to earth?
5. What is the characteristic of the
fourth monster?
6. Who is the king who helped the
people of Mindanao?
7. Who is the brother of the king
who courageously killed the
monsters?
8. How was Sulayman revived and
brought back to life?
9. Why did the brothers kill the
monsters?
10. How can you relate the story to
the current situation of our country?
9. A long, long time ago, Mindanao was covered
with water, and the sea covered all the lowlands so
that nothing could be seen but the mountains jutting
from it. There were many people living in the country
and all the highlands were dotted with villages and
settlements.
10. For many years the people prospered, living in
peace and contentment. Suddenly there appeared in
the land four horrible monsters which, in a short time,
devoured every human being they could find.
11. Kurita, a terrible
creature with many limbs,
and is living in the
mountain where the rattan
palm grew and here it
brought destruction on
every living thing.
13. The third, an enormous bird called Pah, was
so large that, when on the wing, it covered the sun
and brought darkness to the earth. Mt. Bita was its
haunt.
14. Mt. Gurayan was its home and
like the others, it wrought
havoc to its region.
The fourth monster was also a
dreadful bird, having seven
heads and the power to see in
all directions at the same
time.
15. So great was the death and
destruction caused by these
terrible creatures that at length,
the news spread even to the most
distant lands – and all nations
grieved to hear the sad fate of
Mindanao.
16. Now far across the sea was a city so great.
When tidings of these great disasters reached
this distant city, the heart of King Indarapatra
was filled with compassion, and he called his
brother, Sulayman, and begged him to save
the land of Mindanao from the monsters.
17. Sulayman said, ― “I
will go”, zeal and
enthusiasm adding to his
strength, ― “and the land
shall be avenged”, said he.
18. King Indarapatra, proud of his brother‘s
courage, gave him a ring and a sword as he
wished him success and safety. Then he
placed a young sapling by his window and
said to
Sulayman, ― “By this tree
I shall know your fate from
the hour you depart
from here, for if you live,
it will live; but if you die,
it will die also”.
19. So Sulayman departed for Mindanao and
went through the air and landed on the mountain
where the rattan grew. There he stood on the
summit but he could see no living thing. He
became very sorrowful and cried out: ― “Alas,
how pitiful and dreadful is this devastation.”
20. Suddenly, out of
the ground came the
horrible creature, Kurita.
It sprang at the man and
sank its claws into his flesh. But
Sulayman, knowing at once that this was the
scourge of the land, drew his sword and cut Kurita
to pieces.
21. Encouraged by his first success, Sulayman went
on to Mt. Matutum where conditions were even
worse. Suddenly, there was a noise in the forest and
a movement in the trees.
22. With a loud yell, Tarabusaw
leaped forth.
Tarabusaw used all
his powers to try to
devour Sulayman
who fought back.
For a long time, the
battle continued, until
last, the monster fell exhausted to the
ground and Sulayman killed him with
his sword.
23. Then, he went to Mt. Bita and swa that no single
soul was left alive. As he walked, sudden darkness
fell over the land, startling him. As he looked toward
the sky he saw a great bird that was swooping down
on him. Immediately, he struck, and the bird fell
dead at his feet; but the wing fell on Sulayman and
he was crushed.
24. Now at this very moment,
King Indarapatra was
sitting at his window, and
looking out he saw the
little tree wither and dry
up.
― “Alas!” he cried, ― “my
little brother is dead”, and
he wept bitterly.
25. Then, although he was very
sad, he was filled with a
desire for revenge. Putting
on his sword and belt, he
started for Mindanao in
search for his brother.
26. He too traveled through the air and
saw the utter destruction in the lands. He
saw the bones of Kurita and knew that
Sulayman killed it. He also saw the bones
of Tarabusaw and knew that this also was
the work of Sulayman.
27. Still searching for his brother, he arrived
at Mt. Bita, where the dead bird lay on the
ground, and when he lifted the severed wing,
he beheld the bones of Sulayman with his
sword by his side.
And he wept for
his brother’s
death.
28. Upon looking up, he beheld a
small jar of water by his side. This,
he knew had been sent from
heaven, and he poured the water
over the bones, and Sulayman
came to life again.
29. After some time,
Sulayman returned to his
distant home, but
Indarapatra continued his
journey to Mt. Gurayan
where he killed the
dreadful bird with the
seven heads.
30. After these monsters
had all been killed,
peace and safety
had been restored
to the land.
Indarapatra began searching everywhere to see if
some of the people who hid in the earth were still
alive.
31. One day, in the course of his search, he
caught sight of a beautiful woman. When
he hastened toward her, she disappeared
through a hole in the ground where she
stood.
32. Disappointed and tired, Indarapatra sat
down on a rock when, looking about, he
saw near him a pot of uncooked rice with a
big fire on the ground in front of it. This
revived him and he proceeded to cook the
rice.
33. As he did so, however, he
heard someone laugh nearby,
and turning around, he beheld
an old woman who was watching
him.
As he greeted her, she
drew near and talked
to him while he ate
the rice.
34. Of all the people, those who hid in the caves
were the only few who were left. As for herself
and her old
husband, she went on,
they had hidden in a
hollow tree, and this they
had never dared to
leave until after Sulayman
killed the voracious
bird Pah.
35. At Indarapatra‘s
request, the old
woman led him to
one such cave. There
he met the headman
with his family and
some people. They all gathered
around the stranger, asking many questions, for
this was the first time they had heard about the
death of the monsters.
36. When they found out what
Indarapatra had done for them, the
headman gave his daughter to
Indarapatra in marriage, and she proved to
be the beautiful girl whom he had
seen at the mouth of the cave.
37. Then the people all came out of their
hiding places and returned to their homes
where they lived in peace and happiness. And
the sea withdrew from the land and gave the
lowlands to the people.
39. 1. Where did the story took
place?
Guide Questions:
2. What is the name of the
terrible creature with many
limbs?
3. What is the name of the ugly
creature in form of a man?
4. What is the name of the
enormous bird who brought
darkness to earth?
5. What is the characteristic of the
fourth monster?
6. Who is the king who helped the
people of Mindanao?
7. Who is the brother of the king
who courageously killed the
monsters?
8. How was Sulayman revived and
brought back to life?
9. Why did the brothers kill the
monsters?
10. How can you relate the story to
the current situation of our country?
41. By pair, draw a scene you imagined from
the story. Your work will be graded
based on this criteria. Write 1-2
sentences explanation at the back of
your paper.
Relevance to the story - 10 pts.
Accurateness of the scene - 5 pts.
Explanation - 5 pts.
Creativity - 5 pts
25 pts.