Nisha is a spoiled teenager sent to a boarding school to learn independence. She is rude and arrogant. One night, unable to sleep, she sneaks out to play congkak alone. A ghostly girl appears and plays with her. Nisha promises they will play again but doesn't keep her word. She then has a nightmare of herself hanging from a tree, throat slit, swinging in the wind in a gruesome scene.
Melinda T. Rafael is a teacher at a grade school who teaches various subjects to Grade VI. Her class schedule outlines the subjects, times, and sections for her morning and afternoon classes, totaling 380 minutes. These include English, Filipino, HEKASI, MSEP, Mathematics, Character Education, Numerical Literacy, and Science. She is also the adviser for her Grade VI section and coordinates the school improvement program. Her overall program totals 480 minutes, with 300 minutes devoted to actual teaching, 60 minutes for lesson planning, and 120 minutes for other teaching activities. The program was prepared by Rafael and approved by the school administrators.
The document summarizes an action song competition held between several schools. It provides an introduction to the event and judges, outlines the competition rules, and announces the performances from each participating school. It then announces a break before resuming with the results, giving prizes to the top three placing schools. The event concludes with thanks to participants, organizers, and an apology for any mistakes.
The document is a letter from the Isulan Central School SPED Center requesting donations from a businessman for several school projects. Specifically, the letter requests bags of cement, hollow blocks, gallons of paint, loads of sand, and ceiling fans. The donations would help establish a Reading Center, Pathway, and FAITH Garden projects for the school. The letter highlights that the school was a 2012 champion and they are preparing for the upcoming school year to continue showing the best in all aspects.
The document discusses the values embodied by intramural sports such as sportsmanship, teamwork, and unity. It urges participants to enjoy the three-day intramurals through healthy competition, respect for all, and acceptance of both winning and losing without fights, abusive language, or disrespect. The purpose of the intramurals is to unwind and inspire through cheering, not add stress. All are welcomed to participate in the DCCP Vigan Intramurals 2012.
The lesson uses a story about crayons learning to accept their differences to teach younger students about diversity and discrimination. Over three days, students will draw with limited and unlimited crayons, watch a video of the story, and discuss how differences among people can be embraced rather than rejected. The goal is for students to understand that differences should not be seen as bad and that people can get along respectfully despite their unique qualities. Comprehension questions ensure students grasp the message of acceptance and inclusion.
This document is an application form for the Civil Service Examination in the Philippines. It requests information from applicants such as personal details, educational background, employment history, and eligibility. The form provides instructions on the application process and requirements. Applicants must fill out the form in its entirety and submit it along with identification documents and fees to the appropriate Civil Service Commission office. Qualified applicants will then receive further instructions on taking the examination.
- This document is a teacher reflection form completed by Raymind M. Miranda, a secondary MAPEH (Music, Arts, Physical Education, and Health) teacher.
- It details how Raymind maintains a learning environment responsive to his diverse community context through understanding his students, using varied teaching methods and materials, and creating a positive learning environment.
- Raymind develops his teaching practice in accordance with Philippine laws and ethics codes by ensuring his practices uphold students' right to education, respect students' rights, and maintain confidentiality.
- He shows care, respect and integrity to students, colleagues, parents and others through communication, support, fairness and working collaboratively to improve education.
- Raymind participates in professional
Melinda T. Rafael is a teacher at a grade school who teaches various subjects to Grade VI. Her class schedule outlines the subjects, times, and sections for her morning and afternoon classes, totaling 380 minutes. These include English, Filipino, HEKASI, MSEP, Mathematics, Character Education, Numerical Literacy, and Science. She is also the adviser for her Grade VI section and coordinates the school improvement program. Her overall program totals 480 minutes, with 300 minutes devoted to actual teaching, 60 minutes for lesson planning, and 120 minutes for other teaching activities. The program was prepared by Rafael and approved by the school administrators.
The document summarizes an action song competition held between several schools. It provides an introduction to the event and judges, outlines the competition rules, and announces the performances from each participating school. It then announces a break before resuming with the results, giving prizes to the top three placing schools. The event concludes with thanks to participants, organizers, and an apology for any mistakes.
The document is a letter from the Isulan Central School SPED Center requesting donations from a businessman for several school projects. Specifically, the letter requests bags of cement, hollow blocks, gallons of paint, loads of sand, and ceiling fans. The donations would help establish a Reading Center, Pathway, and FAITH Garden projects for the school. The letter highlights that the school was a 2012 champion and they are preparing for the upcoming school year to continue showing the best in all aspects.
The document discusses the values embodied by intramural sports such as sportsmanship, teamwork, and unity. It urges participants to enjoy the three-day intramurals through healthy competition, respect for all, and acceptance of both winning and losing without fights, abusive language, or disrespect. The purpose of the intramurals is to unwind and inspire through cheering, not add stress. All are welcomed to participate in the DCCP Vigan Intramurals 2012.
The lesson uses a story about crayons learning to accept their differences to teach younger students about diversity and discrimination. Over three days, students will draw with limited and unlimited crayons, watch a video of the story, and discuss how differences among people can be embraced rather than rejected. The goal is for students to understand that differences should not be seen as bad and that people can get along respectfully despite their unique qualities. Comprehension questions ensure students grasp the message of acceptance and inclusion.
This document is an application form for the Civil Service Examination in the Philippines. It requests information from applicants such as personal details, educational background, employment history, and eligibility. The form provides instructions on the application process and requirements. Applicants must fill out the form in its entirety and submit it along with identification documents and fees to the appropriate Civil Service Commission office. Qualified applicants will then receive further instructions on taking the examination.
- This document is a teacher reflection form completed by Raymind M. Miranda, a secondary MAPEH (Music, Arts, Physical Education, and Health) teacher.
- It details how Raymind maintains a learning environment responsive to his diverse community context through understanding his students, using varied teaching methods and materials, and creating a positive learning environment.
- Raymind develops his teaching practice in accordance with Philippine laws and ethics codes by ensuring his practices uphold students' right to education, respect students' rights, and maintain confidentiality.
- He shows care, respect and integrity to students, colleagues, parents and others through communication, support, fairness and working collaboratively to improve education.
- Raymind participates in professional
The story follows Aling Biang, a woman who builds a fence between her home and her neighbor Aling Sebia's home after catching her husband having an affair with Aling Sebia. Over time, the fence comes to symbolize the deep hatred between the two women. Aling Biang's son Iking yearns to play with Aling Sebia's daughter, but is forbidden to interact across the fence. His illness and subsequent death only further hardens Aling Biang's heart against reconciliation with her neighbor.
The document provides a script for the Grand Alumni Homecoming of Inopacan Central School. It outlines the events of the evening which include an opening prayer, singing of the national anthem and school hymn, welcoming remarks from hosts and school officials, performances from alumni batches, the induction of alumni officers and speeches from alumni leaders. It also describes recognizing achievements of distinguished alumni and a closing song to encourage solidarity among the alumni community. The script aims to bring alumni together to reconnect and strengthen bonds through reminiscing about their school days and enjoying cultural performances.
The document is a lesson plan for an English class at Florentino Torres High School. The lesson focuses on listening comprehension and analyzing the song "Where Is The Love?" by Black Eyed Peas. The objectives are for students to unlock vocabulary, follow listening standards, take notes, infer purpose and theme, and express understanding through activities. Students will listen to the song, analyze lyrics in groups, and present interpretations through a machine, dance, or reply song. The goal is for students to consider how to solve conflicts and find love through respect and understanding.
This guided lesson plan is for a 7th grade class and focuses on the song "What a Wonderful World" by Louis Armstrong. The objectives are for students to make connections to the theme, recognize sound devices in songs, listen to distinguish sensory expressions, and appreciate the theme. Activities include looking at pictures to describe their world, identifying alliteration and assonance in the song lyrics, noting the senses used in the song, and doing post-listening activities focused on different senses like sight, hearing, emotion, and taste. The lesson aims to teach students about sound effects like alliteration and help them understand the song through identifying the senses used.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
Troy and Gabriella meet at a New Year's Eve ski lodge party and unexpectedly sing a duet together. They connect but lose touch when the vacation ends. One week later, they discover they are now attending the same high school, East High. In homeroom, they recognize each other but are both given detention for having their cell phones out in class.
1. It is important for teachers to evaluate educational technology prior to classroom use to determine its value, significance, and effectiveness for meeting learning objectives. Evaluations help ensure technology supports student mastery of key content and 21st century skills.
2. Checklists, rating scales, and rubrics can all be used for both informal and formal assessment, and the appropriate time to use each depends on the learning objectives and type of student work being evaluated. Checklists indicate whether concepts or skills are present, rating scales assess task or skill performance levels, and rubrics inform students of different achievement levels across criteria.
The document outlines the most essential learning competencies in English for grades 7-10 in the Philippines. It includes competencies related to understanding genres, grammar skills like verb tenses and parts of speech, research skills, oral communication, listening comprehension, literary analysis, and composition of different text types. The competencies are broken down by grading period to be covered throughout the school year.
This lesson plan summarizes the story "A Rose for Emily" by William Faulkner. It includes activities for students to analyze characters, setting, conflict and themes through videos, pictures and group work. Students will present critical interpretations through drama, dance or poetry. They will also give an example of Latin American literature for homework.
This document discusses gender inequality and discrimination against women in three key areas: sports, the workplace, and media portrayal. It notes that women receive less funding and attention for sports than men and are often judged based on their appearance rather than athletic ability. In the workplace, women on average earn only 77 cents for every dollar earned by men, face a glass ceiling, and have fewer opportunities for advancement. The media perpetuates these issues by predominantly portraying women based on unrealistic physical standards and stereotypical gender roles. Overall, the document argues that society needs to promote gender equality and end discrimination against women across these domains.
The student teacher had a positive but challenging experience during her classroom teaching. She was initially nervous but found enjoyment in applying what she had learned. Her cooperating teacher utilized traditional teaching methods but encouraged the student teacher to develop her own strategies. While adjusting to new topics was difficult at first, the student teacher improved over subsequent weeks in managing the classroom independently and developing clearer instruction. The experience provided valuable lessons for developing teaching skills.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Teachers Induction Program, Module 1, Session 5: Career Path within the Depar...Genefer Bermundo
The document discusses the career path and qualifications for teachers within the Department of Education. It outlines the different levels/stages a teacher can progress through, from Teacher I to Master Teacher IV. It provides the education, experience, and training requirements to qualify for each level. Promotion requires meeting standards in areas like performance evaluations, acquiring additional education units, and years of relevant work experience."
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
This document provides a summary of 7 lessons on analyzing Anglo-American literature from various historical periods. The lessons encourage students to critically engage with texts through initial tasks, analysis of passages, discovery tasks, and final projects. Feedback from educators was incorporated into the instructional materials. The Department of Education in the Philippines published the document to aid teaching and learning.
The document summarizes the 164th founding anniversary celebration of Inopacan, Leyte. It provides an overview of the program which includes an invocation, national anthem, flag raising ceremony, welcome message from the vice mayor, releasing of 164 anniversary balloons, and a band exhibition featuring performances from local high schools. The event acknowledges and welcomes various government officials who are in attendance to help commemorate the town's history and culture.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
The 2010 Annual Survey of Philippine Business and Industry found that there were 148,266 establishments in the formal sector in 2010, a 0.7% decline from 2009. The document then provides definitions and requirements for different types of business organizations under Philippine law, including sole proprietorships, partnerships, corporations (stock and non-stock), and foreign corporations.
Tao is bullied by two students who try to take his money each day. On his first day at a new school, the bullies corner Tao against a wall until he punches them to escape. This lands Tao in the head teacher's office, who warns him against violence. After school, the bullies and their friends confront Tao, demanding he teach them to fight. When Tao refuses, a fight seems imminent.
1) A mother is helping her daughter Cathy find the best dormitory as she goes off to study on her own.
2) The radio announcer promotes Comfy Dormitory as a new dormitory located near schools and transportation in Makati that offers clean, well-ventilated rooms with amenities like security, WiFi, lounge areas, and laundry services.
3) Cathy calls her mother to thank her for finding Comfy Dormitory, saying she is safe, comfortable, and it is the best place, reassuring her mother.
The story follows Aling Biang, a woman who builds a fence between her home and her neighbor Aling Sebia's home after catching her husband having an affair with Aling Sebia. Over time, the fence comes to symbolize the deep hatred between the two women. Aling Biang's son Iking yearns to play with Aling Sebia's daughter, but is forbidden to interact across the fence. His illness and subsequent death only further hardens Aling Biang's heart against reconciliation with her neighbor.
The document provides a script for the Grand Alumni Homecoming of Inopacan Central School. It outlines the events of the evening which include an opening prayer, singing of the national anthem and school hymn, welcoming remarks from hosts and school officials, performances from alumni batches, the induction of alumni officers and speeches from alumni leaders. It also describes recognizing achievements of distinguished alumni and a closing song to encourage solidarity among the alumni community. The script aims to bring alumni together to reconnect and strengthen bonds through reminiscing about their school days and enjoying cultural performances.
The document is a lesson plan for an English class at Florentino Torres High School. The lesson focuses on listening comprehension and analyzing the song "Where Is The Love?" by Black Eyed Peas. The objectives are for students to unlock vocabulary, follow listening standards, take notes, infer purpose and theme, and express understanding through activities. Students will listen to the song, analyze lyrics in groups, and present interpretations through a machine, dance, or reply song. The goal is for students to consider how to solve conflicts and find love through respect and understanding.
This guided lesson plan is for a 7th grade class and focuses on the song "What a Wonderful World" by Louis Armstrong. The objectives are for students to make connections to the theme, recognize sound devices in songs, listen to distinguish sensory expressions, and appreciate the theme. Activities include looking at pictures to describe their world, identifying alliteration and assonance in the song lyrics, noting the senses used in the song, and doing post-listening activities focused on different senses like sight, hearing, emotion, and taste. The lesson aims to teach students about sound effects like alliteration and help them understand the song through identifying the senses used.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
Troy and Gabriella meet at a New Year's Eve ski lodge party and unexpectedly sing a duet together. They connect but lose touch when the vacation ends. One week later, they discover they are now attending the same high school, East High. In homeroom, they recognize each other but are both given detention for having their cell phones out in class.
1. It is important for teachers to evaluate educational technology prior to classroom use to determine its value, significance, and effectiveness for meeting learning objectives. Evaluations help ensure technology supports student mastery of key content and 21st century skills.
2. Checklists, rating scales, and rubrics can all be used for both informal and formal assessment, and the appropriate time to use each depends on the learning objectives and type of student work being evaluated. Checklists indicate whether concepts or skills are present, rating scales assess task or skill performance levels, and rubrics inform students of different achievement levels across criteria.
The document outlines the most essential learning competencies in English for grades 7-10 in the Philippines. It includes competencies related to understanding genres, grammar skills like verb tenses and parts of speech, research skills, oral communication, listening comprehension, literary analysis, and composition of different text types. The competencies are broken down by grading period to be covered throughout the school year.
This lesson plan summarizes the story "A Rose for Emily" by William Faulkner. It includes activities for students to analyze characters, setting, conflict and themes through videos, pictures and group work. Students will present critical interpretations through drama, dance or poetry. They will also give an example of Latin American literature for homework.
This document discusses gender inequality and discrimination against women in three key areas: sports, the workplace, and media portrayal. It notes that women receive less funding and attention for sports than men and are often judged based on their appearance rather than athletic ability. In the workplace, women on average earn only 77 cents for every dollar earned by men, face a glass ceiling, and have fewer opportunities for advancement. The media perpetuates these issues by predominantly portraying women based on unrealistic physical standards and stereotypical gender roles. Overall, the document argues that society needs to promote gender equality and end discrimination against women across these domains.
The student teacher had a positive but challenging experience during her classroom teaching. She was initially nervous but found enjoyment in applying what she had learned. Her cooperating teacher utilized traditional teaching methods but encouraged the student teacher to develop her own strategies. While adjusting to new topics was difficult at first, the student teacher improved over subsequent weeks in managing the classroom independently and developing clearer instruction. The experience provided valuable lessons for developing teaching skills.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Teachers Induction Program, Module 1, Session 5: Career Path within the Depar...Genefer Bermundo
The document discusses the career path and qualifications for teachers within the Department of Education. It outlines the different levels/stages a teacher can progress through, from Teacher I to Master Teacher IV. It provides the education, experience, and training requirements to qualify for each level. Promotion requires meeting standards in areas like performance evaluations, acquiring additional education units, and years of relevant work experience."
This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are:
1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals.
2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria.
3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
This document provides a summary of 7 lessons on analyzing Anglo-American literature from various historical periods. The lessons encourage students to critically engage with texts through initial tasks, analysis of passages, discovery tasks, and final projects. Feedback from educators was incorporated into the instructional materials. The Department of Education in the Philippines published the document to aid teaching and learning.
The document summarizes the 164th founding anniversary celebration of Inopacan, Leyte. It provides an overview of the program which includes an invocation, national anthem, flag raising ceremony, welcome message from the vice mayor, releasing of 164 anniversary balloons, and a band exhibition featuring performances from local high schools. The event acknowledges and welcomes various government officials who are in attendance to help commemorate the town's history and culture.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
The 2010 Annual Survey of Philippine Business and Industry found that there were 148,266 establishments in the formal sector in 2010, a 0.7% decline from 2009. The document then provides definitions and requirements for different types of business organizations under Philippine law, including sole proprietorships, partnerships, corporations (stock and non-stock), and foreign corporations.
Tao is bullied by two students who try to take his money each day. On his first day at a new school, the bullies corner Tao against a wall until he punches them to escape. This lands Tao in the head teacher's office, who warns him against violence. After school, the bullies and their friends confront Tao, demanding he teach them to fight. When Tao refuses, a fight seems imminent.
1) A mother is helping her daughter Cathy find the best dormitory as she goes off to study on her own.
2) The radio announcer promotes Comfy Dormitory as a new dormitory located near schools and transportation in Makati that offers clean, well-ventilated rooms with amenities like security, WiFi, lounge areas, and laundry services.
3) Cathy calls her mother to thank her for finding Comfy Dormitory, saying she is safe, comfortable, and it is the best place, reassuring her mother.
- I Heart E! is a proposed 30-minute radio program to air Saturdays on DZEM hosted by two COE students and supervised by Professor Reyes.
- The program will feature segments on COE activities and students as well as inspirational stories from alumni.
- Its goals are to make students aware of COE opportunities, develop English skills, unite students and teachers, and inspire listeners through success stories.
This radio show rundown outlines a full hour program with various segments including news, weather, sports, interviews, and reviews. It begins with an opening and includes segments on paintball club, game room, book technologies, a movie review of Frozen, Christmas, upcoming events and movies, and weird news. The rundown provides timing for each segment and transitions between them to fill the hour slot.
The radio script summarizes a radio show hosted by Tom and Nes on E6 Radio. They play various songs requested by listeners on Twitter, including songs by Avicii, Ellie Golding, Oasis, Eric Prydz, Martin Garrix, Arctic Monkeys, Bloc Party, Miles Kane, Benny Benassi, Calvin Harris featuring Ellie Golding, and Stereophonics. Tom and Nes provide commentary between songs, such as background on the bands and encouraging more song requests from listeners.
Oliver used a variety of technologies throughout the research, planning, production, and evaluation stages of his documentary. During research, he used Microsoft Word to create mind maps, draft questionnaires, and insert images on his blog. He also used Survey Monkey to distribute his questionnaire, Word to create pie charts of results, YouTube to research documentaries, Google to research ideas, and Prezi and SlideShare to broadcast his planning process. During production, he used a camera, tripod, and self-evaluations uploaded to his blog. After filming, he transferred footage to his laptop and used Windows Movie Maker to add narration, music, and edit. For ancillary tasks, he used Photoshop to edit photos for a
This document outlines the schedule and content for the "Smooth Mornings" radio program hosted by DJ Anne and DJ Angel on 106.8 Foxy Light Radio. The two-hour program includes greetings, time checks, weather and traffic updates, questions for listeners, and playing songs by the featured artist MYMP. DJs Anne and Angel engage with listeners by asking questions, reading responses on Facebook, thanking sponsors, and providing contact information. The program aims to help listeners relax and enjoy love songs.
The document provides an example script for a radio show. It includes segments for an intro jingle, song playback with DJ introduction, gossip segment, upcoming segments announcement, guest interview, additional song playback, and ambient music between segments. The script is meant to clearly identify each part of the show and include estimated timing for planning purposes. The total timing can be calculated to gauge the show length and allow for additions or cuts to aim for 15-30 minutes.
Shiina visits the fictional world of Manga to see her friend Reine, but finds out Reine is away on a school trip. She asks Len, her fiancé in this world, about how they met. He explains that in this world, Shiina is a renowned piano prodigy but her parents died in an accident. Len feels responsible to take care of her. Shiina is skeptical of her supposed talents, but Len encourages her to play. Though hesitant, she plays a difficult piece flawlessly, surprising herself. They then attend a concert by Usui, one of Len's cousins, while Shiina decides to stay in this world until Reine returns.
Shiina visits the fictional world of Manga to see her friend Reine, but finds out Reine is away on a school trip. She asks Len, her fiancé in this world, about how they met. He explains that in this world, Shiina is a renowned piano prodigy but her parents died in an accident. Len feels responsible to take care of her. Shiina is skeptical of her supposed talents, but Len encourages her to play. Though hesitant, she plays a difficult piece flawlessly, surprising herself. They then attend a concert by Usui, one of Len's cousins, while Shiina decides to stay in this world until Reine returns.
Jade Seymour is an 18-year-old student at King's College in London who has started keeping a diary. In her diary, she discusses her dislike of a group of mean girls called the Pinks who have been bullying her. She imagines a story where the Pinks get their comeuppance. However, her sister finds and shares the contents of her diary, leading the Pinks and others to tease her. Later, a kind boy named George stands up for Jade when the Pinks are teasing her about her crush on him.
Jason's Search for the Mythical Miss Right: Day 4LauriEmpress
Jason continues getting to know the remaining contestants Cayenne, Anne, Saeva, and Iris on his search for "Miss Right". He has individual conversations with each woman to learn more about their interests, such as favorite foods, sports teams, and video games. They discuss topics like the weather, siblings, and cooking to find common interests and bond over lighthearted subjects.
1) Sinopa gets separated from the others when escaping through a portal in the bookshelves. She ends up in the same room as her cousin Siksika, who has been tortured by their captor Suni.
2) The others escape to a library through the portal bookshelves. They begin searching books for clues while worried about Sinopa and Siksika.
3) Sinopa remains invisible in the corner as Suni continues torturing Siksika. She telepathically updates her twin sister Rozene on the situation, waiting for the right moment to act.
The narrator moves with her father to the small town of Sunbury and their new home at 7 Primrose Way. She is unhappy about the move and knows little about the town or house. Her neighbor Isabelle tells her the house has a mysterious history and past residents, though she dismisses rumors it is haunted. At her new school, the narrator befriends Isabelle and others at their lunch table, getting her first taste of the mean girl clique known as the A's.
The Power of a Name: A Sims 3 Name Game Challenge, Chapter 5animeangel1983
The document provides an update on the Name Game challenge being played by the author. It summarizes the births of the final three babies for Analise and Sebastian - Ivory, an evil couch potato genie who likes turquoise; Saiorse, an eccentric friendly genie who likes lime; and Evian. It also discusses Lyster starting to teach Ivory to talk and becoming boyfriend's with his cousin Janette. The chapter ends with Analise feeling emotional as Lyster and Lycra move out on their own.
This document is a summary of 3 sentences or less:
Danielle finds a note from her best friend Ezra saying someone else read one of their previous notes. She worries about Ezra's plan to address the school at an assembly, fearing he may get in trouble. On the day of the assembly, Danielle remains unsure of what Ezra will say but supports him regardless.
The Gladrags Legacy: Chapter 9- Her Morning ReportTonytheFish
Shenzi auditions for a modeling competition after being encouraged by her friends, despite recently becoming a werewolf. She performs well in the preliminary rounds and makes it to the finals against two other girls. One of the other finalists, Kimberley, is confident and rude to Shenzi, while the other, Sophie, is nervous but friendly.
Penny, a purple stuffed animal, gets trapped under Piper's collection of baseballs in her room. It is pitch black and she struggles to get free, crying for help. The other stuffed animals are mean to her, saying Piper will pay more attention to them without Penny around. Penny bursts out angrily and confronts the others. They admit to being mean and invite Penny to join them for stuffed animal yoga. Months later, Penny and Dude discuss taking over teaching the yoga class.
This summary provides the key details from the document in 3 sentences:
The document is an excerpt from the novel Jane Eyre, which describes Jane as an unhappy child living with her cruel aunt Mrs. Reed and cousins at Gateshead Hall. Jane is emotionally and physically abused by her cousin John Reed, faces neglect and criticism from her aunt, and has a terrifying experience being locked alone in the haunted red room as punishment. The doctor who treats Jane suspects the abuse is the cause of her depression, and recommends she be sent away to school to escape her unhappy situation at Gateshead.
1) The document is a manga chapter that follows the character Shiina and her interactions with her former piano rival and others from the Tsukimori clan.
2) Shiina considers taking up the piano again to regain her fame and be accepted by the Tsukimori clan.
3) At the end, it is revealed that Shiina's time in the manga world was just an illusion, and she has returned to her real world.
1) The document is a manga chapter that follows the character Shiina and her interactions with her former piano rival and others from the Tsukimori clan.
2) Shiina's rival asks her to compete in piano again so they can revive their rivalry, but Shiina is unsure and wants to think about it.
3) Len Tsukimori, from the Tsukimori clan, tells Shiina he will live with her so she doesn't have to work hard at piano to be accepted by the clan.
Author will be private if searched up: Asheyline Lyentire Author
The book is fictional and made by us, it is 3 lessons, it is cliffhanged, the 2nd release will come out soon. This is made by us orignally.
MADE BY: Pepper's (Our Own Company)
Shiina Kazue finds herself in a dream world where she interacts with characters from manga she reads. She spends time with Usui Tsuma and his cousin Len Tsukimori and other characters. However, Shiina starts to feel uneasy because she doesn't truly belong in this world. In the end, Shiina realizes how to return to her own world and says goodbye to Len, leaving him a thank you letter.
Shiina Kazue finds herself in a dream world where she interacts with characters from manga she reads. She spends time with Usui Tsuma and his cousin Len Tsukimori and other characters she recognizes. However, Shiina starts to feel uneasy and out of place. Len comforts her and helps her understand how to return to her real world. Shiina says goodbye to Len and wakes up back in her own world, having learned from her dream journey.
This prayer document thanks God for the day and his provision. It asks God to help the students focus on learning, inspire them through his spirit, and guide them with his light as they learn about the world. It asks all this in Jesus' name.
The story document describes how Lisa finds a crying girl named Jennie hiding under a slide in Star City. Lisa helps Jennie find her glasses. Jennie thanks Lisa and treats her to bread. They become friends and learn they are the same age. Jennie has no other friends, so Lisa agrees to be her best friend. They learn details about each other like where they live and their birthdays. Lisa realizes she needs pencils for a class trip task
Gemma is a 28-year-old English teacher from Hereford, England who now lives in Jaén, Spain. She is extroverted, sociable and able to speak to people of all ages and cultures. Gemma has lived with families in other countries as part of her work. She is a hard worker who has worked since she was 18 years old. While Gemma is generous and willing to help others, she is not a good cook, though she keeps a clean home. Isabella is certain living with Gemma would be a pleasure.
The document provides information and resources for a school values assembly on honesty. It includes discussion questions, songs, stories and videos that can be used to explore the value of honesty. Notes are provided on various slides to help adapt the material for different ages. The images, music and other copyrighted material were purchased or licensed for use. Feedback is welcomed to help improve future assemblies.
1. Prologue
That night, the wind was howling around the school. It was a silent night only to be break by an owl hooting and the
sound of rustling dried leaves in the chilly breeze.
SFX: (wind howling, owl hooting, rustling leaves)
Ammar looked upon the moon.
SFX :( loud ticking of the clock)
The clock struck at 2 o’clock. Ammar felt very upset and he needed some space to think thoroughly. He keeps thinking
about her. He hoped to find some peace that night. Indeed the chilly breeze gave him the spirit that encourage him even
more to help the girl that has caught his eyes somehow.
Ammar This is the journey that I must encounter. God puts me here. It’s His
plan that it will be the girl that I put my eyes on to be in this situation.
So, I just have to carry on and trust Him the Almighty.
Suddenly~
SFX : ( nisha screams, very loudly)
Ghost Don’t go!~ Let’s play. You promised me. (sad tone)
Nisha No! Go away you crazy girl! No, you are not even a human… (Voice
become shaky)
SFX : ( panting breathe)
Ghost What? But…. You promised me! Don’t you?!! (thunderous voice)
We will play together forever… (A witch, creepy laugh)
Nisha is a free-spirited teenager. Being the only child in the family sometimes makes her such a spoilt annoying
girl. She hardly had any friends ever since she was a little kid. She comes from a wealthy family background
and was never exposed to hardship. She loves throwing tantrums.
SFX : Classroom noise
Friend 1 Nisha, can you please reach that pencil for me?
Nisha Why don’t you do a favour for yourself? It’s not that far anyway.
Friend 1 Oh, come on Nisha~ Please. It won’t hurt helping your friend.
Nisha Yes. It won’t hurt you too. Plus, you need some walk to lose that fat of
yours.
SFX : (Nisha laughing)
Indeed she is immature and arrogant.
2. One day her parents sent her to a boarding school which taught her to be independent and how to mingle and
be nice to others. She went to the boarding school with a reluctant heart and she did not dare to protest her
parents’ decision because deep down she always know that parents’ decision are always the best. Nisha had
this good side of her. She never speaks against her parents.
SFX : Door being knock. Knock knock.
Papa Nisha,.. Nisha..?
After a while, Nisha’s father entered his daughter room.
SFX : Door creaking
SFX : Loud, head-banging music
Papa Nisha, no wonder you don’t answer me. Now, don’t blame me for not
knocking your door.
Nisha I’m not blaming anybody. What’s the matter papa?
Papa I heard from “Mak Cik Beah” you’ve got an offer letter to a boarding
school. Congrats darling.
Nisha Yeah. Thank you. But don’t expect I’ll accept the offer.
Papa What? But, why darling?
Nisha Ah, papa. From what I heard boarding school is just a hellish place. It’s
a real torture over there. You won’t let me go right papa?
Papa Hahaha. What nonsense. You must hear them wrong. You must go~ I
promise sooner or later you will find it heaven over there. It’s what we
call twists and turns of life. Believe me darling.
Nisha Papaaa~~ But,,,
Papa No no. No more excuses. You must go.
Nisha No way papa. Over my dead body. No!
Papa Nishaaa..
Nisha Uhhhh *sigh* Alright alright. You’re always right.
Papa Now, that’s my girl.
When she first arrived, she was shocked to see the room which is called dorm and it has at least 18 people in it.
Plus, the locker was so small compared to what she had back at home. She sighed heavily.
SFX: sighing, stomping her feet
Nisha Oh snap! Where can I put all my belongings..? My goodness!!
Roomate Errr, excuse me. I’m Anis, your roommate. Nice to know you..
Nisha Ohh yes. I’m Nisha. Nice to know you too.
Roomate Where do you come from? I’m from Johor.
Nisha Ah, Anis. Can we just skip this introduction? I’m busy right now. Can’t
you see? *sigh*
Anis Oh, I’m sorry. Do you need my help?
3. Nisha No thanks! *arrogantly*
Anis walks away with frown face.
SFX : Locker being slammed
Nisha Curse this locker!! It’s just..too small.. Urggghhh!
Nisha complains about everything including the “Dewan Selera’s” food.
(SFX : Bell ringing)
Person 1 : Nisha,let’s eat. You haven’t eaten anything since this morning right?
Nisha : Nah,, no thanks. I would rather eat my biscuits than eat those “food”. I
mean, how can you even call them food? Geez.
Person 1 : Nisha, you should be grateful for the food. Don’t you think about our
brothers and sisters in Palestine? They hardly got any food to eat.
Nisha: Why should you compare us to them? It’s their own problem.
She never joins her friends to eat lunch or dinner there. She has no friends and slowly began to become
rebellious and very rude towards everyone including her seniors.
SFX : Classroom noise
(SFX: Girls gossiping around)
Student 1 : Did you hear? There is a new student that is really rude towards our
seniors.
Student 2 : Wow, that is really brave of her! But, I think she will taste her own
medicine soon enough though. People like her often taste their own
medicine after a while
Student 3: I hope we can see that girl being in a sorry state one day. (Evil Chuckles)
One evening, as she was bored, she watched the girlsplay netball.
SFX : Ball bouncing. Court noise
Then, she saw two girls carrying a beautiful carved wooden which she has never seen before. Due to curiosity,
she approached the girls.
Nisha Hey! What are you guys carrying?
Girl 1 Errrr… What? This one?
Nisha Yeahhh
Girl 2 Its congkak~
Nisha Congkak? It seems interesting. What do you use the congkak for?
Girls It’s a game!
Nisha Oh really? Can you teach me how to play it? I’ve never seen this thing
before. Like never in my life.
Girls *Laughing* Ahah~ Sure. Follow us.
SFX : Congkak/Marble sounds.
4. Surprisingly, every time she plays, she will always win even though she has never played it before.
Nisha Yeahhhh!~ I win! Agaiiin.
Girl It’s getting boring. *sigh*
Nisha Haha. You just don’t know how to play.
Girl Believe me. It’s just your luck today.
Nisha No no. You’re just jealous
Nisha soon becomes addicted with it and she can never get enough with it. She even played it during night
without knowing the consequences from playing “congkak” late at night. One night, after the prep class bell
rang,
SFX : Bell ringing
She quietly sneaked out from her dorm and went to the equipment room where the “congkak” was placed.
SFX : Creaking door
She secretly hid the congkak under her bed. When she wants to play it, she realized that no one was interested
to play with her as everyone was so sleepy and tired.
Nisha Anis, do you want to play congkak?
Anis Urrmmm.. Sorry. I’m sleepy. Plus, aren’t you afraid of playing congkak
at night?
Nisha Duh~ Come on. Release your tension! Why should I be scared?
Anis You know why. Please don’t play congkak at night.
Nisha What are the things that I should know anyway? Uh fine if you don’t
want to play. Just say it. Hypocrite!
Anis Up to you buddy. Good night!
She asked everyone in her dorm. Unfortunately, everyone just looked away and refused to play. She frowned
and sighed again. Then she climbed into her bed and tried to sleep but she could not.
Nisha One sheep, two sheep, three sheep…. Like seriously ~ Why is it so hot
tonight?
Suddenly, the curtain beside her bed fluttered as though there was a breeze passing through it. However, Nisha
ignored it. She was still thinking about the “congkak”.
SFX : Breeze
Nisha Hurmmm, I wish someone would want to play congkak with me…
Later on, a girl appeared from beside her bed without her realizing.
Ghost I will play with you.
5. The owner of the voice, was a pretty young girl with a long pony-tailed hair. Nisha got energized and jumped
from her bed. Without suspecting anything, Nisha just played along with her. After all, Nisha won all the way
around. Soon, Nisha excused herself to go to sleep but the girl refused to let her go. However, Nisha ignored the
girl’s tantrum.
Nisha It’s already 3am. Let’s just go to sleep.
Ghost No, play with me until dawn.
Nisha What??.. No! We have class tomorrow don’t we? I promise, we will play
it again tomorrow night.
Ghost Oh really? Ok! *cheerful tone*
Days after, Nisha went to bed early. She doesn’t keep her promise. Then, she encountered a bad dream. She
saw herself hanging from the tree branch. Her throat had been slit which caused so much blood that she was
nearly decapitated. The wind swung her corpse back and forth so that it thumped against the tree. Bump, bump,
bump…
SFX : Sound of corpse bumped against tree
Then, the mysterious girl appeared out of nowhere with the Congkak which was covered in blood. Nisha
screamed out loud when she woke up from her nightmare.
SFX : Nisha screams
She felt relieved that it was just a dream.
SFX : Phew! Sound
Night after, when the lightning flashed, thunder roared and the sky went red in torrential downpour,
SFX : Thunder roaring,heavy rain
Nisha saw the figure of a girl then it disappears. That night, she can’t sleep because she keeps hearing the
sound of the rolling marbles. Sometimes, the sound of marbles bouncing seems to be played beside her.
SFX : Rolling marbles, Bouncing marbles.
She tossed and turned on her bed until she realizes the sun has come up. She felt drained out and exhausted. She believes
she was being disturbed by the spirit of the congkak.
That morning, she tells her classmates but none of them believe what she said except for Ammar who is quite religious
and a trustworthy person in school. He knew this paranormal thing does exist and he wants to help her.
Classmate Nisha, why do you look so tired. You even have an eye-bag. Did you stay
up all night?
Nisha Uh~ No, actually something bothers me.
Classmate Poor you. What happened? You can tell me if you want to share
Nisha Actually… I’m not sure if you will believe this or not but…
Classmate What? Just tell me.. I’ll help
6. Nisha The spirit of the congkak has been disturbing me since last two weeks. I
can’t bear it anymore.
Classmate Whh.. Whhaat? Hahahahaha *big laugh* Are you done with your
prank? *Laugh*
Nisha No, I’m serious!
Classmate *Laughing* Ok! Let’s see who believe you
Her classmate spread the story to the whole class. Only one boy raises his hand.
Classmate Ammar, you do believe in her?
Ammar I don’t know if it’s the story is true or not, but I do believe those things
called “ghost” or “spirit” exist.
During recess, Nisha approaches Ammar…
Nisha Hi. Assalamualaikum. I’m Nisha.
Ammar looked up from his book and smiled at Nisha.
Ammar Waalaikumussalam. What’s the matter Nisha?
Nisha I’m sorry if I’m disturbing you. But, may I ask you some question
Ammar No, it’s ok plus we’re classmates. Is it regarding the story that the girls
roared up just now.
Nisha nodded silently trying to hide her heart-breaking face. She felt sad because no one believed her.
Ammar Don’t take this matter to heart. At least, someone believes you. I do.
Nisha I know I shouldn’t take what they say seriously because all these while I
treated them badly. I never appreciated the things they did for me.
What goes around comes around and… why did you believe in me?
Ammar I’m glad to hear that you have realized your habit in doing things. Just
like what I said, I believe in God and I believe the “things” are also one
of His creations.
Nisha *sigh* I’ve been in the wrong path. But, I have repented. I always pray
to Him to ease my life.
Ammar Alhamdulillah. Don’t pray for an easy life, pray for the strength to
endure the hard ones.
Nisha I don’t know if I’m strong enough. I can’t take this anymore.
Ammar Nisha, you can do this. If He brings you to it. He will bring you through
it. Put your trust in Him
Nisha feels her burden has been lightened up and she feels a bit embarrassed. Even though she can’t gain her friend
trusts, she knows, she can’t waste her time looking back at what she has lost. She has to move on. Her mom always said
that life is not meant to be travelled backwards.
Ammar Nisha?
Nisha Oh sorry. I’ve been thinking of something. By the way, thanks a lot
Ammar.
7. Ammar Don’t mention it. I’m glad that I could help you.
Nisha left him a meaningful smile. She was glad that she had met with someone like him as her… classmate.
Since then, Ammar always gives her a piece of paper which has his hand-written doa written on it. Ammar asked her to
remember and memorize the doa. After a week, on a Friday night, the congkak sound was not heard anymore. But the
mysterious girl who played with her before, appeared every night and asked her to play the congkak again.
Nisha thought God has been testing her. So, she ignored it again and went to sleep. When she was looking up at the
ceiling, the semi-transparent figure of the congkak’s spirit hovered above her. Her eyes was gleaming with red fury while
holding the congkak and crying. She tried to recite a few verses that Ammar gave her. The image disappeared but then
she heard a raspy, very loud whisper directly at her left ear as though someone was standing very close next to her.
SFX : Crying ghost, Whisper, breathe blows.
She felt a cold rush of air on the side of her head as though someone was breathing icy breaths on her cheeks.
SFX : Deep breathe, heart thumping loud and madly
The icy breaths had her startled so much that she scream and quickly jumped down from her bed and ran out of her dorm.
SFX : Running and gasping air sound
She ran towards the field as she saw the girl was after her. Her heart was thumping so hard that she could hear her heart
beats.
SFX : Heart thumping heavily
She screams as if she wants the whole worlds know. Then, Nisha collapsed. When she opened her eyes, she saw Ammar
and the other boys coming. Ammar recites the azan.
SFX : Azan, The ghost wails, and sound of fire burning something
Surprisingly, after he recites the Azan, the Congkak burst into fire and the last thing that could be heard was the wailing
of the ghost. Only after that, the girl disappears from her sigh,t and she was saved. The next day..
Nisha Ammar, I want to thank you and the others for what you have done last night.
Ammar You are welcome Nisha
Nisha But, how did you know my whereabouts?
Ammar smiled
Ammar I felt that last night’s breeze was simply different than the others. As I was
confirming with myself that it was just a normal night, I heard your scream. I
don’t know how or why but your voice reached me even though the field is quite
far from the boys’ hostel.
Nisha That is amazing but still I still don’t get why you should help a girl like me? And
because of me, you faced hardships just to find and save me from that thing.
Ammar It is not very common for me to say this but I felt like I needed to protect you. That
is why you are always under my gaze fromthe very first day you came here.
8. From that day onwards, Nisha behaved herself and she had learned a very painful experience. She keeps in mind that
when Allah tests us, it is never to destroy us. But He is preparing us for an even greater gift. Plus, she won’t throw
tantrums any more. Anger always begins with madness and ends with regrets.
(SFX: Violin playing @ piano playing that indicates the drama is over)