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

Assignment: 01.04 How Theme Develops Details Please follow the directions as indicated in the lesson. Due Date N/A Points Possible 100 Course Contribution 100 Submissions Allowed 3 Submission Number 0 Student comments GUYS ALL IT ASKING IS HOW THEME DEVOLVES HELP

What type of figurative language is, "Were your ears burning?"

A. onomatopoeia

B. allusion

C. idiom

D. simile

What is the figurative language in this sentence? "...so that's how this cookie is going to crumble."

A. onomatopoeia

B. hyperbole

C. idiom

D. simile

What is the figurative language in this sentence? "I had to fight like a tiger to wake up the next morning."

A. metaphor

B. hyperbole

C. idiom

D. simile

I make a loud sound when I’m changing. When I do change, I get bigger but weigh less. What am I?

Change the present tense stem form of the following verbs to the third person singular "s" form of the verb.

carry

Due: Monday, October 26, 2020, at 5:00 pm

When you begin a writing assignment, it is important that you outline the main points you intend to address. Keeping yourself organized when you write and having a clear plan is important. You will now complete an outline for a personal narrative essay. You will organize the main points that you want to include in your actual narrative essay. In your narrative outline, you will need to include the main points below in your outline.

Personal narratives are developed with a specific five-paragraph plot structure that includes an introductory paragraph, body paragraphs, and a concluding paragraph. Since personal narratives usually tell a story, they use standard plot elements, such as exposition, rising action, climax, falling action, and resolution.

Topic: Clearly state your chosen topic for your narrative here.



I. Introduction: In one to two sentences, provide background on the main point of your narrative. You likely want to summarize the five Ws plus how so that you are able to set the scene and establish your main characters.



II. First Body Paragraph: In one to two sentences, summarize the rising action of your narrative.



III. Second Body Paragraph: In one to two sentences, summarize the climax of your narrative.



IV. Third Body Paragraph: In one to two sentences, summarize the falling action (or what occurs after the climax) of your narrative.



V. Conclusion: In one to two sentences, summarize the conclusion or resolution by discussing what you learned or what new perspective you gained.

Can somebody help me with this essay topic
HOW IS THE MILITARY DIFFERENT TODAY THAN THE 1800s
it is a essay comparing 1800s vs today and i choose the military so any ideas and starters would be really helpful i will make it worth the points.

A brown bird sang on a blossomy tree,
Sang in the moonshine, merrily,
Three little songs, one, two, and three,
A song for his wife, for himself, and me.
The passage is MOST LIKELY which of these?
A) act
B) book
C) chapter
D) stanza

What has hands and a face, but can’t hold anything or smile?
Get Brainliest if correct.

What are Miss Thomas and Mr. Calloway arguing about before Bud gets to the breakfast table?

A. What they are going to do for the day.

B. What to eat for breakfast.

C. Bud working for them.

D. Bud staying with them and helping them out.

Please help! Will mark brainliest, will give 5 stars, and will say thanks!

can someone make sure my essay is good I want to try to get a good grade?
༼ つ ◕_◕ ༽つ
When the Rosetta Stone was discovered nobody knew how to read the hieroglyphs or ancient Egyptian demotic. The stone was also written in ancient Greek. Since the inscriptions said the same thing in three different languages the Rosetta Sone became a very valuable piece of information. Through the work of many people, it took more than two months to uncover what the Rosetta Stone said. The Rosetta Stone is a rock that was written on by Egyptian priests for the honor of an Egyptian Pharaoh named Ptolemy V Epiphanes.

Even though the Rosetta Stone is in three different languages archeologists and scholars were able to translate it and read the inscriptions in a modern understanding. Jean-Francois Champollion was the first to crack the code of the Rosetta Stone. Napoleon Bonaparte's a french soldier was the first to find the Rosetta Stone with the writing near the town of Rashid. While digging the additions of a foundation for a fort near the town or Rashid in the Nile Delta the Stone was found.

The Damage on the Rosetta Stone made the three texts incomplete. The Egyptian hieroglyphics had suffered the most damage out of the three texts. Some of the text is incomplete due to cracks and missing pieces from the stone, but scholars and archeologists were still able to translate what it said. The Egyptian priests had craved the Rosetta Stone 196 BC during the Ptolemaic dynasty. The stone was made of a material called Granodiorite.

WILL GIVE BRAINLIEST

1 The day of Josephine and Cora's campout had finally arrived. The two friends had been planning the campout for more than two weeks. They picked out a spot for the tent in Josephine's backyard. They chose the games they wanted to play. Now they were at the store with Josephine's dad buying camping food. "This campout is going to be perfect," Cora said as she dropped a bag of marshmallows into the cart. "We have the perfect tent, the perfect games, and the perfect food!"

2 Just then a loud clap of thunder sounded outside. The wind whipped as a bright flash filled the dark sky.

3 "But not the perfect weather," Cora moaned.

4 "That was thunder and that means rain. Rain means no camping," Josephine groaned.

5 "I guess we can stop shopping!" Cora snapped. She began taking food out of the cart.

6 As Josephine's father placed the food back in the cart, he told the girls not to give up on their campout. They paid for the food and went back to Josephine's house to wait out the storm.

7 At dinnertime the sky remained dark gray as the rain continued to pour down outside. The girls sat in silence while they ate. Cora looked out the window and said sadly, "I can't believe it's still raining. Our campout was supposed to be perfect."

8 Josephine nodded as she looked from her plate to the window. Josephine's father told the girls that just because something seems impossible doesn't mean it can't happen. He told them to finish eating, go upstairs, and get ready for the campout.

9 They looked out the window and wondered how they could still have a campout. How would they stay dry? How would Josephine's father build a fire with wet wood? It was not possible that they could camp in the backyard. Josephine and Cora gathered their sleeping bags and games anyway. They walked slowly down the stairs.

10 When the girls got to the bottom of the steps, they smiled. Josephine's living room looked like a forest. The chairs and tables were gone, and potted plants took their place. A fire crackled in the fireplace. Strings of tiny lights glittered like fireflies on the walls. Best of all, the tent was set up in the middle of the room. Josephine and Cora were going to camp after all!

11 Josephine and Cora learned that the rain didn't have to spoil their fun. They didn't need to be outside to camp. They didn't need a real campfire to cook hot dogs or marshmallows. Josephine and Cora's indoor campout was perfect because they didn't give up on it.

Read the passage on the left to answer the following questions:

3)
Which sentence BEST describes the theme of this story?
A) If you're hopeful, the weather could improve.
B) Don't give up when something seems impossible.
C) Sometimes you have to change your plans.
D) Facing the truth is always the best choice.
4)
Which sentence BEST explains the lesson Josephine and Cora learned?
A) Good friends are hard to find.
B) Always look on the bright side.
C) Spending time with family is important.
D) Sharing with others is important.

in the following sentence, identify the italicized prepositional phrase as either an adjective phrase or an adverb phrase.

The alley cat from down the street ate the cake.

Which of the following characteristics of the archetypal mother figure are demonstrated by Teddy’s mother in “Rikki-Tikki-Tavi”?

A.Teddy’s mother demonstrates qualities that are valued by her culture.
B.Teddy’s mother performs evil deeds against Rikki-Tikki.
C.Teddy’s mother acts as a protector of Rikki-Tikki on his quest.
D.Teddy’s mother guides and directs Rikki-Tikki on his quest.

What do readers learn about Manjiro from the qualities he hopes to have?

What is always in front of you but can’t be seen?

Through many of the early chapters of Little Women, the March girls make reference to the allegorical Pilgrim’s Progress. Explain how one of the girls, or the family as a whole, relates to the characters and themes in Pilgrim’s Progress. Include details that indicate comparisons that Louisa May Alcott makes between Little Women and Pilgrim’s Progress.

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!"

What story uses problem and solution?
A) Sam and his friends were playing baseball, and Sam hit a home run over into the neighbor's yard. A big mean dog lived in the yard and he barked when Sam came near the fence. The dog was a large Labrador Retriever. His name was "Killer" and all the boys were very scared of him.
B) Sam and his friends were playing baseball, and Sam hit a home run over into the neighbor's yard. A big mean dog lived in the yard and he barked when Sam came near the fence. Trevor suggested giving the dog a treat to calm it down. It worked and they were able to get the baseball.
C) Sam and his friends were playing baseball, and Sam hit a home run over into the neighbor's yard. Sam ran the bases while the other boys went to retrieve the ball. It was the winning run and all of Sam's teammates gave him high fives. After the game, all the boys went for ice cream.
D) Sam and his friends were playing baseball, and Sam hit a home run over into the neighbor's yard. While Sam was playing baseball, his sister was at ice skating practice. She had to skate for two hours every day and missed having free time. Every weekend she spent hours in competitions.

Mia wants to write an essay about the different pieces of equipment needed for horseback riding. Which detail would best support Mia's purpose? A. It can cost over $100 a month to keep a horse, but some stable owners will offer a reduced rate if you are willing to help out around the barn. B. The most crucial safety tip a rider must always follow is wearing a properly fitted helmet. C. Reins are leather straps that attach the horse's mouth to the rider's hands to help guide the horse. D. My first horse, Ella, was an American quarter horse with brown hair and a black mane.

HELP PLEASE YOU WILL GET BRAINLIEST

Read the excerpt from We Shall Not Be Moved.

League women came and went, usually at a run. Some were "ladies,” like Mary Dreier, others were worker-members, like Rose Schneiderman, a former cap maker, and Leonora O’Reilly, who had started work in a collar factory at the age of eleven. Another League member, Rose Pastor Stokes, known as the red Yiddish Cinderella, used to work in a cigar factory. When she became engaged to the son of a millionaire — they had met at a settlement house — front page headlines in the New York Times announced J. G. Phelps Stokes to Wed Young Jewess. At strike headquarters Mrs. Stokes delivered fiery speeches about freeing workers from the shackles of the bosses.

What conclusion can be drawn by connecting knowledge of the historical time period with information in the text?

The women of the league were wealthy women who had little-to-no experience working in a garment factory.
The support of wealthy league women contributed to the successful outcome of the female garment workers' strike.
Women who worked in garment factories were often married, so it was not critical that they receive equal pay.
Women who did not need to work were not interested in or aware of the difficulties faced by garment factory workers.

List five words that contain the Greek or Latin root/affix: auto - self; directed from within

Which pieces of textual evidence from Selection 1 best represent the idea that nothing will prevent the speaker from being at sea?


A)“a tall ship” (line 2)
“a star to steer her by” (line 2)


B)“a wild call” (line 6)
“a clear call that may not be denied” (line 6)


C)“a windy day” (line 7)
“the white clouds flying” (line 7)


D)“the gull’s way and the whale’s way” (line 10)
“the wind’s like a whetted knife” (line 10)




(the POEM)




I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a gray mist on the sea’s face and a grey dawn breaking.






I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.



1



I must go down to the seas again, to the vagrant gypsy life,
To the gull’s way and the whale’s way, where the wind’s like a whetted knife;
And all I ask is a merry yarn¹ from a laughing fellow-rover²,
And quiet sleep and a sweet dream when the long trick’s over.

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 compare the issues of tax increases and advertising on buses?


A)They are both actions that require safeguards.


B)They are both issues of controversy in school districts.


C)They are both possible approaches to dealing with budgetary concerns.


D)They are both present problems that cannot be ignored by state representatives.

What individuals, events, and ideas brought Malala to this point in her memoir?

What is the most likely meaning of the simile in the following sentence?

The birds started singing at 5 a.m., sounding like a company of fire engines headed to a huge blaze.

A. It suggests that the speaker believes fire engines are too loud.
B. It suggests that the birds were communicating an urgent message to one another.
C. It suggests that the speaker was woken up by the birds.
D. It suggests that the birds were loud and unpleasant sounding.

25. Write an objective summary of paragraphs 43–70 in Scene 3 of John Henry.

In her essay "Buying Grades," Madison Garner argues that parents should reward their students when they get good grades. What is most likely the author's purpose for writing this text? A. To entertain with a story about how her parents rewarded her with money each time she got an A B. To persuade parents to offer reasons to encourage their children to work hard in school C. To inform readers about the types of rewards parents can give their children when they do well in school D. To persuade school board officials to give cash bonuses to kids who graduate from high school

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!"




( now the questions )


In Passage 2, there are two main characters speaking: the “brave Adm’r’l” and the “good mate.” Select the line from the poem that best illustrates the central concern of the “good mate.”



“For lo! the very stars are gone” (line 6)



“My men grow ghastly, wan and weak” (line 10)



“The stout mate thought of home; a spray” (line 11)



“If we sight naught but seas at dawn?” (line 14)