Please answer this I:

Answer:

C.

Explanation:

I've filled one out.

Answer:

bOOP

Explanation:

When the children decide to send a letter to the person leaving gifts, they are prevented. What happens? Do you think this will stop them?


To kill a mocking bird

PLEASE HELPPPP!!!

9. Match the simple sentences with the sentence patterns.

- The toddlers threw the toys all over the room.

-Then, they were crying.

-My sister became a daycare worker.

-She is very patient with children.

(Answers)

1) Noun-Linking Verb-noun

2) Noun-Linking Verb-Noun-Adjective

3) Noun-Verb-Noun

4) Noun-Verb

Read the excerpt from Harriet Tubman: Conductor on the Underground Railroad.

Then she told them of her own first vain effort at running away, evoking the memory of that miserable life she had led as a child, reliving it for a moment in the telling.

In this excerpt, which rhetorical appeal is Tubman using to convince people to continue?

the ability to do work or cause is called

Is there a tension between personal identity and social acceptance in real life? How successful was the author of The Absolutely True Diary of a Part-Time Indian in convincing you that holding onto your inner identity can lead to wider social acceptance?

I ll give you branliest answer please i need this in like 30 minutes

Superman & Me

1 Which line provides the reason Alexie became a book reader ?

A
I learned to read with a Superman comic book.

B
I cannot remember the plot, nor the means by which I obtained the comic book.

C
My father, who is one of the few Indians who went to Catholic school on purpose, was an avid reader of
westerns, spy thrillers, murder mysteries, gangster epics, basketball player biographies and anything else
he could find.

D
My father loved books, and since I loved my father with an aching devotion, I decided to love books as

well.


2 The author establishes that reading brought order to his world as a child by
A listing how his father purchased books by the pound and read books of all genres
B comparing a paragraph to a fence and his family to an essay of seven paragraphs
C explaining how he coped with being ill as a child by reading when he missed school
D contrasting the two types of Indian students he taught as a visiting teacher

3 Read this quotation from paragraph 4.



The quotation suggests that the selection explores the theme of the –

A need to overcome obstacles to gain success
B value of independence in learning to read
C brute strength required to change lives
D importance of a child’s vivid imagination

4 Read this quotation from paragraph 5 –
Why does the author refer to himself as a boy and a man in such a way?
A A child who likes school and a man who enjoys work is different from other people.
B He still struggles emotionally with being rejected by his Indian culture for being gifted.
C The author remains bitter toward the white culture for denying him access to school.
D As an adult he longs to go back to his childhood to correct his foolish mistakes.

5 According to the article why would the Native American children purposefully fail in their
school studies?

A To be smart was dangerous because then their community expected more from them.
B If they were successful, then they would be transferred from the reservation.
C They were lazy and wanted to live off government financial aid.
D If they engaged intelligently in with their non-Indian teacher, their peers rejected them.

6 Which details best supports the idea that the Indian children were more intelligent than they
showed themselves to be?

A
We were poor by most standards, but one of my parents usually managed to find some minimum-wage job
or another, which made us middle-class by reservation standards.

B
I fought with my classmates on a daily basis. They wanted me to stay quiet when the non-Indian teacher
asked for answers, for volunteers, for help.

C
They struggled with basic reading in school but could remember how to sing a few dozen powwow songs.
They were monosyllabic in front of their non-Indian teachers but could tell complicated stories and jokes at
the dinner table.

D
Writing was something beyond Indians. I cannot recall a single time that a guest teacher visited the
reservation. There must have been visiting teachers. Who were they?

7 What is Alexie’s purpose in repeating the verb “read” fourteen times in paragraph 7?

A He is trying to persuade high school students to read.
B He is emphasizing how desperate he was to save his life.
C He is showing students how to learn to speak English better.
D He is narrating a funny story about how crazy he was to read so much.


8 Read this quotation from paragraph 7 --






The primary purpose of the text above is to --


A Demonstrate the lack of reading resources available to Alexie on the reservation

B Persuade readers to support the Indian reservations with donations toward their education

C Emphasize Alexie’s longing and love for gaining knowledge through reading

D Illustrate through humor the absurdity of Alexie reading everything he could get his hands on

Which sentence uses a perfect tense verb? -Everyone was eating in the mess hall .
-The firefighters also responded quickly.
-The fire had also consumed a bunker.
-Yet, no one was in it at the time,​

HELP ME PLEASE ASAP!! I will mark you Brainly

Describe a short story that you’ve read, heard, or watched in a movie or on a television in which the theme relates to need for young people to respect the elders in their communities

Write a sentence using phenomenon ​

What is the theme?
I was climbing up a mountain-path
With many things to do,
Important business of my own,
And other people's too,
[5]
When I ran against a Prejudice
That quite cut off the view.
My work was such as could not wait,
My path quite clearly showed,
My strength and time were limited,
[10]
I carried quite a load;
And there that hulking Prejudice
Sat all across the road.
So I spoke to him politely,
For he was huge and high,
[15]
And begged that he would move a bit
And let me travel by.
He smiled, but as for moving! —
He didn't even try.
And then I reasoned quietly
[20]
With that colossal mule:
My time was short — no other path —
The mountain winds were cool.
I argued like a Solomon;
He sat there like a fool.
[25]
Then I flew into a passion,
and I danced and howled and swore.
I pelted and belabored him
Till I was stiff and sore;
He got as mad as I did —
[30]
But he sat there as before.
And then I begged him on my knees;
I might be kneeling still
If so I hoped to move that mass
Of obdurate ill-will —
[35]
As well invite the monument
To vacate Bunker Hill!
So I sat before him helpless,
In an ecstasy of woe —
The mountain mists were rising fast,
[40]
The sun was sinking slow —
When a sudden inspiration came,
As sudden winds do blow.
I took my hat, I took my stick,
My load I settled fair,
[45]
I approached that awful incubus
With an absent-minded air —
And I walked directly through him,
As if he wasn't there!

Flight 1 When Robert was a little boy, he wanted nothing more than to see a hawk flying across the sky. Or to see an eagle, an osprey, or a falcon! Robert loved to think about large birds with great yellow talons, soaring across the sky and seeing every corner of the earth that people could not see. 2 But Robert lived in the city, where such birds were never seen. He used to fall asleep at night imagining a hawk’s wings forming arcs across a great big blue sky, which he pictured as a wide, open field where no legged animals could run but only winged animals could soar. As he drifted into dreams, the birds in his imagination morphed into dragons and pterodactyls and all manner of ancient or other- worldly flying creatures. Robert would wake in the morning smiling at the thought of this big blue field in his dreams. But he spent each day on the subway and walking along crowded sidewalks and looking up between tall buildings where he could catch only a sliver of blue. 3 As he got older, Robert tried to forget about his dreams and focus all his attention on his studies. At school, he took the hardest classes he could and was in advanced placement math and science before long. He decided that if he could not see hawks and eagles and falcons in their natural habitat, he would learn everything he could about how those animals worked. He loved to think about how lessons from birds had led to the first experiments in human flight and the development of airplanes. 4 Robert devoured books about the inventors of the airplanes and the physics that made air travel successful. His devotion to this topic confused his parents, who saw in him a smart and eager child who could study medicine or the law and have a good career. 5 “Stop daydreaming about birds!” they would say to him. 6 But Robert continued to spend as much time as he could learning about what made flying possible. 7 Sometimes, even as he was older - a college student now, living in a cramped dorm-room with three other boys his age - Robert would drift off to sleep imagining that big open sky filled with hawks and osprey and dragons. He knew it was silly, but he held on to that image. It filled him with hope for something he couldn’t quite name. He would ask himself what he was hoping for. 8 “Do I want to see a hawk or an eagle or a falcon, or do I hope to someday fly like one of them myself?” Robert would say, to no one other than himself. 9 The college Robert attended was also in the city, and he hadn’t found a way to travel outside of it yet. He still could only dream about that big blue field above. 10 One day, just before graduation, Robert got a phone call from someone he didn’t know. When he answered, the voice on the other end made an unusual announcement. 11 “I’m looking for someone to test fly a new airplane I’m developing,” the voice said. “Professor Jackson gave me your name. He said he had never had another student as devoted to the art of flying as Robert Smith. Would you be interested in coming in to learn more about my new plane?” 12 Robert jotted down the address and date of the interview, and hung up the phone smiling. He couldn’t help but close his eyes and picture the big blue field, filled with all manner of flying creatures. Maybe soon he would be among them. 1. Which sentence from the story best illustrates its central conflict? When Robert was a little boy, he wanted nothing more than to see a hawk flying across the sky. Robert would wake up in the morning smiling at the thought of this big blue field in his dreams But he spent each day on the subway and walking along crowded sidewalks and looking up between tall buildings where he could catch only a sliver of blue. He loved to think about how lessons from birds had led to the first experiments in human flight and the development of airplanes.

Which of the following selections best explains the order in which the excerpt is structured?

Answer choices for the above question

A. The Founders were unsure of their ability to bring about change.

B. Following a brief introduction, there is a thesis, supporting evidence, and a call to action.

C. The entire text compares the situation in the States with the situation in Great Britain.

D. The text defines a problem, then offers a summary of the problem.

Write a description of the receiver in the book ''the giver''

Which sentence shows the correct use of a common homophone?

a They’re still not finished with the project that was due yesterday.
b Their are a number of great books about the Civil War in the library.
c They said they would put away all of there clean clothes before school.
d I think I saw an entire flock of wild parrots sitting in the trees over their.

We, the undersigned scientists, have been working in the field of atomic power. Until recently, we have had to fear that the United States might be attacked by atomic bombs during this war and that her only defense might lie in a counterattack by the same means. Today, with the defeat of Germany, this danger is averted and we feel impelled to say what follows:
The war has to be brought speedily to a successful conclusion, and attacks by atomic bombs may very well be an effective method of warfare. We feel, however, that such attacks on Japan could not be justified, at least not unless the terms which will be imposed after the war on Japan were made public in detail and Japan were given an opportunity to surrender.
If such public announcement gave assurance to the Japanese that they could look forward to a life devoted to peaceful pursuits in their homeland and if Japan still refused to surrender our nation might then, in certain circumstances, find itself forced to resort to the use of atomic bombs. Such a step, however, ought not to be made at any time without seriously considering the moral responsibilities which are involved.
The development of atomic power will provide the nations with new means of destruction. The atomic bombs at our disposal represent only the first step in this direction, and there is almost no limit to the destructive power which will become available in the course of their future development. Thus a nation which sets the precedent of using these newly liberated forces of nature for purposes of destruction may have to bear the responsibility of opening the door to an era of devastation on an unimaginable scale.
If after this war a situation is allowed to develop in the world which permits rival powers to be in uncontrolled possession of these new means of destruction, the cities of the United States as well as the cities of other nations will be in continuous danger of sudden annihilation. All the resources of the United States, moral and material, may have to be mobilized to prevent the advent of such a world situation. Its prevention is at present the solemn responsibility of the United States—singled out by virtue of her lead in the field of atomic power. . . .
In view of the foregoing, we, the undersigned, respectfully petition: first, that you exercise your power as Commander-in-Chief, to rule that the United States shall not resort to the use of atomic bombs in this war unless the terms which will be imposed upon Japan have been made public in detail and Japan knowing these terms has refused to surrender; second, that in such an event the question whether or not to use atomic bombs be decided by you in light of the considerations presented in this petition as well as all the other moral responsibilities which are involved.








DISCUSSION QUESTIONS
1. How would you sum up the scientists’ purpose in petitioning the president?



2. How would you describe the tone of the petition?



3. Under what circumstances do the writers say that use of the atomic bomb against Japan might be justified?



4. What “solemn responsibility” does the U.S. bear, according to the scientists? Why?



5. What does the petition add to your understanding of the Atomic Age and the present nuclear threat, as outlined in the Upfront article?

Find two examples of independent clauses and two example of subordinate clauses from the passage

3. PART B: Which phrase from the text best supports the answer to Part A?
A "masquerading"
B "technological and philosophical threshold"
C "fooled"
D "conversing"

Read this excerpt from Mary Shelley's Frankenstein:

Shall I respect man, when he condemns me? Let him live with me in the interchange of kindness, and, instead of injury, I would bestow every benefit upon him with tears of gratitude at his acceptance. But that cannot be; the human senses are insurmountable barriers to our union. Yet mine shall not be the submission of abject slavery. I will revenge my injuries: if I cannot inspire love, I will cause fear.

What do the following words from the excerpt indicate about the creature's interaction with humans?

But that cannot be; the human senses are insurmountable barriers to our union.

How should I prepare for highschool English?​

Read this excerpt from Journey to the Center of the Earth.

Besides, if the ascending path was more arduous and painful to clamber, I had one source of secret consolation and delight.

Using context clues, what is the best meaning of “arduous”?

A. involving or requiring strenuous effort
B. very great or intense
C. spread out over a wide number of people
D. reduction in size or importance of something

How did Kelvin help people in his
neighborhood?
He provided new televisions and
radios for free.
He repaired all kinds of broken
electronics.
He discovered a reliable source of
electricity.
He taught local children important
skills.

Which details does Keeler use to support the claim “It was their way to give freely to those who had nothing?” Check all that apply.

American Indians had experienced slave traders.
American Indians were wary of new people.
Giving was believed to be a way to earn respect.
Giving results in everyone having enough.
Today people buy everything and do not give.

Help
Me answer this question plssss

Suppose you decide to give a rhetorical speech about the abuses of industrial-scale pig farming. Which sentences would work best in the hook section of your speech?
1. When I walked into the sow barn, it wasn't the smell that hit me first.
2. Pork is the most third most popular meat in America. Chicken is the first.
3. When you see how pigs have to live, you may reconsider breakfast.
4. Who here likes bacon? How many of you have visited a pig farm?

After Fortunato is buried alive, he thinks for a moment that a, it is all a joke b. he has
deserved it c. the narrator is the one buried d. it is part of a bet

WILL MARK BRAINLIEST!!

From "Landing of the Pilgrim Fathers in New England," the phrase "stern and rock-bound coast" means _____.

easy landing
welcoming place
difficult landing place

how does odysseus use his speaking skills to persuade alcinous and arete that he is not a danger to them ??
I will give 20 points :)

Which of the following BEST describes the narrator’s reaction to the creature over time?

Do you think that the end of Lord of the Flies is fitting? Explain why or why not.
ANSWER IN COMPLETE SENTENCES AND THEN I WILL GIVE YOU BRAINLIEST!

Decide what revision should be made in each sentence to correct the pronoun errors.

Sentence 1:

Sentence 2:

Sentence 3:

Sentence 4: