In the Passage 2, what is the main action of the poem?


A)A discovery ship sails out into the middle of the unknown.


B)The admiral tells the crew to keep sailing although they only see ocean.


C)The sailors prepare daily to overthrow the captain and take over the ship.


D)The sailors fear they may be lost or possibly sailing into some great danger.


Passage 2: "Columbus"

Behind him lay the gray Azores,

Behind the Gates of Hercules;

Before him not the ghost of shores;

Before him only shoreless seas.

5 The good mate said: "Now must we pray,

For lo! the very stars are gone.

Brave Adm'r'l, speak; what shall I say?"

"Why, say, 'Sail on! sail on! and on!'"



"My men grow mutinous day by day;

10 My men grow ghastly, wan and weak."

The stout mate thought of home; a spray

Of salt wave washed his swarthy cheek.

"What shall I say, brave Adm'r'l, say,

If we sight naught but seas at dawn?"

15 "Why, you shall say at break of day:

'Sail on! sail on! sail on! and on!'"



They sailed and sailed, as winds might blow,

Until at last the blanched mate said:

"Why, now not even God would know

20 Should I and all my men fall dead.

These very winds forget their way,

For God from these dread seas is gone.

Now speak, brave Adm'r'l, speak and say"-

He said: "Sail on! sail on! and on!"



25 They sailed. They sailed. Then spake the mate:

"This mad sea shows his teeth to-night.

He curls his lip, he lies in wait,

He lifts his teeth, as if to bite!

Brave Adm'r'l, say but one good word:

30 What shall we do when hope is gone?"

The words leapt like a leaping sword:

"Sail on! sail on! sail on! and on!"



Then, pale and worn, he kept his deck,

And peered through darkness. Ah, that night

35 Of all dark nights! And then a speck-

A light! A light! At last a light!

It grew, a starlit flag unfurled!

It grew to be Time's burst of dawn.

He gained a world; he gave that world

40 Its grandest lesson: "On! sail on!"

Answer:

B)The admiral tells the crew to keep sailing although they only see ocean.

Explanation:

The passage states "Sail on! sail on! and on!'" Multiple times when the sailors doubt they will reach land because all they see it ocean.

PLS HELP ME I WILL GIVE OUT BRAINLIST

Choose one of the topics in the photo to write a tiny story about (max 30 words). Please help!

List one advantage and one disadvantage to a daily planner Advantage: Disadvantage:

A splitting headache can wreck a person's entire evening. is there a verb phrase

Which sentence contains an appositive phrase?

A. My soccer team, which is called the Easton Eagles, has a great record.
B. At the end of the day tomorrow, we have a big game across town.
C. David Sánchez, the coach of the opposing team, owns a music store.
D. My brother, sister, and I take guitar lessons there every Thursday.Percent of books Susan has less than

Judy Blume's career as an American writer spans four decades and includes many literary awards. She is most famous for her novels geared toward pre-teens. One notable example is Tales of a Fourth-Grade Nothing. However, Blume also has had success writing for an adult audience. Three of her novels for adults reached the New York Times best-seller list. In a 2008 interview Blume remarked, "I have so many stories left to tell!" By that time she had written nearly 30 novels. Judy Blume an exceptionally talented and productive American author.

Which of the following statements supports the main idea in this paragraph?

Blume only publishes books that she expects will win awards.
Blume prefers to write novels for adults rather than pre-teens.
Blume has had an extremely and uncommonly long writing career.
Blume is a gifted writer who can write for children as well as adults.

Match the term with the correct answer.

Match the point of view with one of its advantages.

First-person point of view A) It places the reader into the action as a character in the story.

Second-person point of view B) It engages the reader with a character from a story narrating the action.

Third-person point of view C) It allows you to reveal the inner thoughts of multiple characters.

(15 POINTS) help im dum

Arthur is writing an article on unemployment in his city. When laid out in the newspaper, his article is running a bit too long. Which of the following items would be best for Arthur to delete, as it wouldn’t take away too much from his story?

pictures of homeless people

a chart showing unemployment rates

a picture of lines at the unemployment office

pictures showing help wanted signs

(1) The last dinosaur died about 65 million years ago. (2) No one knows exactly why. (3) Allosaurus and Stegosaurus were meat eating dinosaurs. (4) Many scientists think climate changes caused the death of the dinosaurs. (5) Others think the dinosaur’s food supply died out. (6) Another theory is that the dinosaur could not adapt to the evolving environment or the gradual drifting apart of the continents. (7) Scientists have several theories, but none are yet proven.

Which sentence is irrelevant?
(Does not belong/fit with the topic of the paragraph)Immersive Reader
(1 Point)
sentence 2
sentence 3
sentence 5
sentence 7

Judy Blume's career as an American writer spans four decades and includes many literary awards. She is most famous for her novels geared toward pre-teens. One notable example is Tales of a Fourth-Grade Nothing. However, Blume also has had success writing for an adult audience. Three of her novels for adults reached the New York Times best-seller list. In a 2008 interview Blume remarked, "I have so many stories left to tell!" By that time she had written nearly 30 novels. Judy Blume an exceptionally talented and productive American author.

Which of the following statements supports the main idea in this paragraph?

Blume only publishes books that she expects will win awards.
Blume prefers to write novels for adults rather than pre-teens.
Blume has had an extremely and uncommonly long writing career.
Blume is a gifted writer who can write for children as well as adults.

*URGENT!*
When it comes to research goals, students should be able to explain how they are going to

set them.
decipher them.
meet them.
research them.

(Brainliest will be given for correct answer)

Which choice best explains what caused the narrator to feel that the Tanzanian culture was becoming his own culture? (document included)

A) the fact that he shared the experience of moving to Tanzania with his family


B) connecting to the culture through music, which he enjoyed from his first day in school


C) his mastery of the language, which enabled him to view the world as a native Tanzanian did


D) his decision to give up the ideas and traditions that were associated with is old culture and language ​

15 Points/ Brainliest

In her article "Tweens in the Kitchen: Teaching Your Big Kid to Cook," Jolène Bouchon suggests parents show tweens how to cook because it teaches them how to make healthy food choices, eat on a budget, and develop independence. What is most likely the author's purpose for writing this text? A. To persuade parents that tweens should learn to cook B. To persuade the reader to purchase a cookbook for tweens C. To entertain readers with a personal story about a cooking adventure D. To inform readers about the advantages of healthy eating and exercise

I NEED HELP FAST NO MORE THEN 10 MINUTES


THE MATCH

(this is the bolded paragraph)There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.


Which line from the bolded paragraph shows the value of the match?
…but there was a time when men did not know how to kindle fire
…it was a long, long time before they learned how to kindle one easily
There never was a time when the world was without fire
In these days we can kindle a fire without any trouble, because we can easily get a match

Question:

STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

What was the main problem with relying on nature to start a flame? (5 points)

Fire could only be collected with "sticks of wood" that were hard to find.
Fire had to be "carefully guarded," requiring someone to stay behind from hunting.
Fire had to be "carried to the home," which could be dangerous and awkward.
Fire was likely hard to find, requiring a "long journey and a deal of trouble."

Good authors choose their words very carefully. Take a few minutes to write a short paragraph describing an experience you have recently had. Pick a location you went to or an event you attended. Once you have finished, read over what you have written. Now, write a second paragraph. In it, you will repeat the information from the first paragraph, but you will choose your words more carefully. Ask yourself questions like: What words capture this image exactly? What is the best word to convey how something looked, or how I felt? Take more time with the second paragraph. Your response should be at least 150 words in total.

H E L P

List one advantage and one disadvantage to a monthly calendar Advantage: Disadvantage:

Marcus uses the outlining method to take notes on types of tornadoes for science class. He organizes the information into three levels. His outline includes information about waterspouts, which are one type of tornado that forms over water. How should Marcus organize the information in his notes according to the outlining method?
The first-level text should be ____________ .
The second-level text should be ____________ .
The third-level text should be ____________ .
Answers Choices:
Waterspouts
Types of Tornadoes
Form Over Water

pleas help quick help!!!!!

What is Samuel’s point of view about the Native Americans?

A. Samuel is more interested in taking care of the colony’s needs, like farming and building houses, than making friends with the Native Americans.
A. Samuel is more interested in taking care of the colony’s needs, like farming and building houses, than making friends with the Native Americans.

B. Samuel believes that a relationship with the Native Americans is helpful because it makes the colonists stronger.
B. Samuel believes that a relationship with the Native Americans is helpful because it makes the colonists stronger.

C. Samuel wants to have a closer relationship with the Native Americans in order to convert them to Christianity.
C. Samuel wants to have a closer relationship with the Native Americans in order to convert them to Christianity.

D. Samuel stays away from the Native Americans after James’s death.
this is ergent

Read the following excerpt from The Call of the Wild and answer the question that follows.

Buck seized Thornton's hand in his teeth. Thornton shook him back and forth.
The excerpt above creates a bookend for the chapter with an image of _______.

love

partnership

what did the elephant mean by "i can see inside your head" in toomai of the elephants

1. Bruno thinks it is unfair that Shmuel has many friends while he has none. What does this observation reflect about Bruno? How is this statement in conflict with the actual situation that Shmuel is in?

In paragraph 2 of Selection 2, the author uses the word incessant to suggest that the


A)sound does not stop.


B)smell is not pleasant.


C)sensations are familiar.


D)surroundings are safe.



(the paragraph)
2 After ten more minutes he cautiously raised his head and looked about. By the light of the open hatchway above, he gazed at the cargo. It seemed endless, row upon row of crates, boxes, barrels. There was also a considerable amount of litter, sticks, staves, and blocks of wood. Moreover, the entire hold was so terribly foul, with such a ghastly stench, the rasping and grating of wood timbers so irritatingly incessant, that Laurence hardly knew what to cover first, his eyes, his ears, or his mouth.

Passage 1: Excerpt from Will Yellow School Buses Soon Become Rolling Ads?
1 Tight school budgets could soon translate into Missouri school districts’ selling ad space on yellow school buses.



2 Missouri state Rep. T.J. Berry, R-Kearney, says his bill—HB 224—isn’t a cure-all by any stretch. But legalizing ads inside and outside the buses would give school districts one additional way to raise money in these tough times.



3 “Every single school district has had to deal with budget concerns,” Berry said last week. “And generally speaking, the way they have had to deal with those has been cuts or tax increases.”



4 The school bus is something that is already out there and paid for, he said. His bill would permit districts to generate a modest stream of income from their buses.



5 Few question the need for finding additional funds when it comes to educating children, but at least two groups think the school bus exteriors should remain ad-free.



6 “There is no such thing as free money,” said Josh Golin, associate director for the Campaign for a Commercial Free Childhood. “There are real costs to this: the price of selling out your students to advertisers.”



7 Students don’t need the first and last message they receive from their schools each day to be advertisements, Golin said. Students boarding a bus are certainly a captive audience.



8 The National Association of State Directors of Pupil Transportation Services opposes advertising on safety grounds. Obscuring the recognizable school-bus yellow exterior with ads and distracting other drivers “present a safety problem around school buses that cannot be ignored,” the group said in its position paper.



9 National studies have shown that anything that diverts a driver’s attention from the road can pose a hazard, opponents say.



10 “And a big yellow bus doesn’t distract?” Berry asked.



11 Several years ago in Indiana, a Department of Education lawyer suggested that allowing advertisements on buses would invite First Amendment challenges by spurned advertisers, the group noted.



12 Berry said the bill would limit the types of advertising that would be allowed.



13 The regulations would prohibit ads that contain obscene or sexual material, or messages associated with gambling, tobacco products, alcohol, and political campaigns or causes. The ads could not promote drug use or “any illegal activity or antisocial behavior.” They can’t contain “harmful, discriminatory, false, misleading or deceptive” messages.



14 “There are a lot of safeguards being built in,” he said.



15 Berry emphasized that the space reserved for the ads would be “very limited,” meaning toward the back of the bus.



16 By 2012, nine states—Arizona, Colorado, Massachusetts, Nevada, New Jersey, New Mexico, Tennessee, Texas and Utah—permitted advertising on the exterior of school buses, according to the Campaign for a Commercial-Free Childhood. Several, including Missouri, considered it last year.



17 The bill made it out of the Missouri House last year but did not clear the Senate, Berry said. He acknowledged that the idea was “very controversial.”

(questions)

In Passage 1, how does the author represent the various points of view on the issue of advertisements on school buses?


A)by providing quotes from people on both sides of the issue


B)by describing the financial benefits for both sides of the issue


C)by sharing anecdotes from politicians on both sides of the issue


D)by elaborating on the benefits that would result from both sides of the issue

Do you think any of the color mutations in the beetles helped them survive in the environment? Explain your answer.

In which stanza of the poem in Selection 2 does the narrator’s tone shift to convey excitement?


A)1st stanza


B)2nd stanza


C)4th stanza


D)5th stanza

(the poem


I gaze out the tour bus window at an ancient land.

The green fields could tell tales of centuries past.

Snaking rivers have chased their own tails and shed their blue skins

But are here for now.


5 I see a grove of trees sway slightly in the soft wind ahead.

Branches mime silent secrets beyond the window.

Shades of leaves have bloomed and faded and fallen again

But are here for now.


I look at a town of rubble beyond the passing trees.

10 Broken bricks and shattered shingles lie in a crisp grid of ruin.

This ancient village has prospered and faded, now felled by the axe of progress,

But is here for now.


It looks as if trees were planted to obscure the past.
These walls of leaves hide houses in pieces.
15 Someone wants to forget this short breath of history that has come and drifted onward

But is here for now.

Ahead a city gleams, a new horizon on ancient land.

Miles of glass and steel that speak at night with endless light.

A great future has arrived—an immovable age!

20 A permanent page in humanity’s tome of tales!—

But it is really only here for now.

How does Iggy’s behavior around Kenny Kane contrast his behavior earlier in the novel? What can you infer about Iggy’s feelings towards Killer Kane?

FREAK THE MIGHTY! PLEASE HELP!

PLEASE HELP!!!! how dose Anne being in hiding for 761 days influence the writing of the story?

Passage 2: "Columbus"
Behind him lay the gray Azores,


Behind the Gates of Hercules;


Before him not the ghost of shores;


Before him only shoreless seas.


5 The good mate said: "Now must we pray,


For lo! the very stars are gone.


Brave Adm'r'l, speak; what shall I say?"


"Why, say, 'Sail on! sail on! and on!'" "My men grow mutinous day by day;


10 My men grow ghastly, wan and weak."


The stout mate thought of home; a spray


Of salt wave washed his swarthy cheek.


"What shall I say, brave Adm'r'l, say,


If we sight naught but seas at dawn?"


15 "Why, you shall say at break of day:


'Sail on! sail on! sail on! and on!'"


They sailed and sailed, as winds might blow,


Until at last the blanched mate said:


"Why, now not even God would know


20 Should I and all my men fall dead.


These very winds forget their way,


For God from these dread seas is gone.

Now speak, brave Adm'r'l, speak and say"-


He said: "Sail on! sail on! and on!"

25 They sailed. They sailed. Then spake the mate:


"This mad sea shows his teeth to-night.


He curls his lip, he lies in wait,


He lifts his teeth, as if to bite!


Brave Adm'r'l, say but one good word:


30 What shall we do when hope is gone?"


The words leapt like a leaping sword:


"Sail on! sail on! sail on! and on!"


Then, pale and worn, he kept his deck,


And peered through darkness. Ah, that night


35 Of all dark nights! And then a speck-

A light! A light! At last a light!


It grew, a starlit flag unfurled!


It grew to be Time's burst of dawn.


He gained a world; he gave that world


40 Its grandest lesson: "On!


In the Passage 2, which word supports the possibility that the sailors are losing faith in Columbus?


“mutinous” (line 9)


“ghastly” (line 10)


“swarthy” (line 12)


“blanched” (line 18)