how can examining the characters in a story help you identify the story's theme

Answer:

By giving details on a character's personality, the author helps readers understand that character more accurately. ... The theme is probably "Treat others as you would like to be treated," or something similar

Explanation:

Answer:

Easy! I love reading so this is like extremely easy.

Explanation:

For example, The rabbit in The rabbit and the tortoise . If you look closely you'll see he's lazy and think's he's impressive but when he takes his cat nap... Well the theme is that being slow can win you things if you try hard enough. So the hare was hardly trying but the tortoise was being slow, but trying really hard. The theme is easy to find because of how much each character is working.

Nothing Constant

“Nothing is constant but change.”

—Heraclitus, an ancient Greek philosopher

1

It was the last day of school; the kids were gone, the books had been collected, and Principal Drake was handing out final paychecks. This was normally a relaxed meeting at which teachers wearing casual clothes smiled and wished each other well for the summer. But no one was smiling today, because a story in the local newspaper had exploded like a crack of thunder.

2

The headline read, “Board of Education Plans New Middle School,” and the staff members of East Orange Elementary were rattled.

3

Principal Tom Drake opined, “I am concerned about a situation in which a newspaper already knows school district information that comes as a surprise to me and my teachers.” He continued, “But of far greater concern is what this means for us, for our colleagues at West Orange, and for students and parents throughout the district.”

4

Coach Melinda Gardner whispered to her friend, Mr. Dale French, “Old Tom is just worried the Board might ask him to retire and make someone else principal of the new campus.”

5

Mr. French whispered back, “Melinda, you be nice now,” but he couldn’t help smiling at his friend’s remark.

6

As the meeting went on, many teachers worried out loud about what might happen if grades 6-8 from East and 6-8 from West consolidated.

7

Ever since the two elementary schools had opened, decades ago, the district had proudly maintained a unique system. While surrounding districts had built new middle schools, Orange kept two elementary buildings—East and West—with K-8 graders in each.

8

Now, according to the paper, the results of the 2010 census were in. They suggested population growth would soon fill both elementary schools with K-5 students only. Apparently, the Board thought the time was ripe to build one new middle school for 6-8 graders.

9

“Will one campus need two middle school science labs?” Dr. Fred Davis, the science department head, asked the group in his usual shy, quiet voice.

10

“Since there is only one middle school library, is the Board going to honor seniority?” Mrs. Betty Green asked brashly. “Or the Board could just keep whichever librarian has the coolest photos on her social media site,” she added sarcastically.

11

“Mrs. Green is worried her lack of computer skills might finally hurt her,” Coach Gardner whispered to Mr. French again.

12

“Coach Gardner, please!” Principal Drake scolded his gym teacher for whispering. “You would not tolerate it if your students were rude. This turn of events has caused real alarm so let’s be sensitive to each other’s concerns.

13

“I apologize for both of us, Tom,” Mr. French offered. “But let’s not get carried away and spoil our summers over this. We don’t know if this proposed new campus will actually be built. The census projections could be wrong. Even if they are right, the cost of raising taxes to pay for a new school might not go over well with voters.”

14

Mr. French continued, “I plan to enjoy my summer and expect another great year. Chances are we’ll all have jobs because several teachers retire every year and the Board moves us around to fill the vacancies. Some of us may have new assignments, but we’ll all land somewhere.”

15

All around the room there were nods of agreement. The atmosphere of gloom gave way to the usual feelings of accomplishment and relief at the end of school.

16

Mr. French offered one more uplifting thought. “Each spring we graduate our eighth graders and send them on to Central High. If they can adjust to a new building, I think we can too.”

17

With that, the teachers adjourned and summer vacation began.

What do Mr. French’s comments throughout the story reveal about his character?

A.
He wants everyone to like him and be his friend.

B.
He wants to flatter everyone to gain their trust.

C.
He is a calm person and a positive influence.

D.
He is a man who pushes his viewpoint on others.

Please Help...Which Sentence is an Active sentence?
he antidote had been engineered by scientists over the span of several years.
1. The countries decided to find an antidote of their own instead of supporting a corrupt leader
2. The sales of the antidote were impacted by the lack of access.
3.The decision to send in a special operative by parachute was made by the commanding officer.
4.The zombies are going to be stopped by us tonight.

Find ALL Similes and Metaphors

Hey guys! Can you help me narrow down an essay topic? The essay topic is: How does social media affect the ‘self’?
Social media is an extremely broad topic, so I'm just trying to find good ways to narrow it down to something I can write 5-6 pages about.

What concerns did colonists have related to representation in Parliament?
They did not have a say in laws or taxes that were passed.
They boycotted British goods and services.
They paid high taxes on sugar, tea, and stamps.
They kept soldiers in their homes as guests.

RUSH. ORDER. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1



I sit at my desk listening to thunder growl outside my window. Flashes of light burst through the darkness, and wind races past my window. The thrilling combination of sight and sound conjures up visions of dragons roaring proudly, breathing fire, and soaring across the midnight sky. Dragons first fascinated me when I was a little girl. They have followed me ever since. The magnificent creatures appeared in storybooks I read in the library, paintings I saw in museums, movies I watched in the theater, and the dreams I had in my sleep. By the time I was thirteen, one question consumed me. Determined to discover if dragons could have actually existed, I set out on a quest for facts.

2

As I started my research, I discovered many skeptics. Scientists presented evidence to show why dragons could not – and did not – exist. They explained that it would be impossible for dragons to fly because they were too big. They laughed at the idea of dragons breathing fire. They pointed out that no other animal has ever done this. They said that if dragons had lived, someone would have found remains somewhere in the world. No bones about it, there were plenty of logical explanations. It would have been easy for me to accept that the only place dragons ever existed was in the imaginations of those who believed.

3

I could have given up, but I thought about my grandmother. She always told me that "people who believe that science is the answer to everything are missing out on everything else." With her words in mind, I read more about dragons. I noticed that cultures across the world all described dragons in similar ways. This was odd because they had no way to communicate with each other. I found notes about dragons in old legal papers and in the travel logs of people like Marco Polo. Dragons were also mentioned in the Bible. I saw that the Chinese calendar uses a different animal each year. Dragons are included along with eleven real animals. I began to believe it was a real possibility that all of these people were talking about a creature that actually existed.

4

With renewed hope that there was some truth to the legends, I looked for new research. I found that some experts disagreed with popular arguments against dragons. They suggested that a dragon could have four stomachs like a cow. If it created stomach gases like birds, it might create enough to lift itself off the ground. This would give it the ability to fly. If it forced out air when diving toward the earth, it might release gases which could ignite into flame. When the animal died, the stomachs would release strong acids that would dissolve its dead body over time. Biologists backed up these ideas with sketches and models based on known animals. Not everyone agreed with these ideas, but many of the things we accept about dinosaurs and other extinct species started the same way.

5

I doubt we will ever truly know whether dragons existed. There may always be two sides to the fiery debate. Some will say the stories come from active imaginations. Some will believe with all their hearts that the legendary creatures roamed our ancient world. I don't know for certain which side to believe, but the sound and fury of a night like this makes me smile. It rekindles my childhood dreams and keeps the exciting possibility alive.


Whats the main idea of each paragraph??

Read this paragraph from a story about a house fire.Astrid jolted awake, the smell of smoke filling her lungs. She ran quickly to the door but pulled back her hand with a sharp yelp when she touched the doorknob. She then ran to her bedroom window. It was a long drop.Which sentence from the paragraph explains that fire is what woke Astrid?A.“It was a long drop.”B.“She then ran to her bedroom window.”C.“Astrid jolted awake, the smell of smoke filling her lungs.”D.“She ran quickly to the door but pulled her hand back with a sharp yelp when she touched the doorknob.” WHICH SENTENCE FROM THE PARAGRAPH EXPLAINS THAT THERE IS A HOUSE FIRE?

A:IT WAS A LONG DROP
B:SHE RAN TO HER BEDROOM WINDOW
C:ASTRID JOLTED AWAKE THE SMELL OF SMOKE FILLING HER LUNGS
D:SHE RAN TO THE DOOR BUT PULLED HER HAND BACK WITH A SHARP YELP WHEN SHE TOUCHED THE DOORNOB

What would best help you to infer an answer?

A. combining the input other people give you
B. practicing the arguments you can make to convince others
C. collecting the facts that argue against an answer
D. applying reason to the evidence you have

Read this paragraph from a story about space travel.The ship was silver and red, shining brightly and happily in the intense sunlight. Marco sprinted toward the spaceport. His sides hurt, and his suitcase banged wildly against his legs, but he dared not stop. The last scheduled liftoff for the year would happen in 10 minutes, and he couldn’t be late.Which sentence from the paragraph supports the idea that Marco is planning to be on the spaceship?A.“Marco sprinted toward the spaceport.”B.“The ship was silver and red, shining brightly and happily in the intense sunlight.”C.“His sides hurt, and his suitcase banged wildly against his legs, but he dared not stop.”D.“The last scheduled liftoff for the year would happen in 10 minutes, and he couldn’t be late.”

GiVING THE BRAINLESTana has opened a new aerobics studio in her area. How might Elana use social media as a market to spread the word about her new studio? Make a list of hashtags that Elana might use to attract interest to her posts

Please help! This is also due soon!!​

When and how should semi-colons be used in a sentence? I really want to get better at my writing skills, and whenever a correction line goes underneath the letter I forgot a semi-colon for, I'm not really sure what that means.

In Chains chapter 29 the last sentence how is "around me, all was darkness" a paradox?

In the story "Let 'em play God", What does the imaginary movie that Hitchcock describes in paragraphs 3 and 5 tell you about the kinds of movies he makes? Use evidence from the text to explain your answer.

Giving brainiest for best response!
USE LYRICS TO THE SONG "RUDE" by MAGIC
Using your highlighted evidence and notes on TIP-LQC answer the following in a detailed paragraph using a claim, quoted evidence, and commentary: Who is the bigger source of adversity /conflict: the young man proposing or the father? Pick a stance, and defend it using evidence/citations from the text. Choose your 3 best pieces of evidence from the song "Rude". Using the 3 pieces of Evidence write your response including these elements: Claim (your main point) Evidence that supports the claim Commentary that explains and interprets how your evidence proves the claim. Claim #2 (a new point) Evidence that supports this new claim. Commentary

Read the following paragraph. Hector’s soccer team did not play well that afternoon. Time and again, they lost the ball to the other team. They could only watch helplessly as their opponents scored goal after goal, while Hector’s team failed to score a single point. It seemed as though every attempt Hector and his teammates made to succeed was futile. Hector overheard one of the players telling an onlooker that this was the worst they had ever played. Hector knew it had been a bad game, but surely this was an exaggeration. Which of the following phrases provides a context clue for the definition of the word futile?
A)failed to score
B)that afternoon
C)scored goal after goal
D)overheard one of the other players

is afraid a preposition

Help needed here so please help asap

Read the excerpt from “Raymond's Run.” And on the other side of the fence is Raymond with his arms down to his side and the palms tucked up behind him, running in his very own style, and it’s the first time I ever saw that and I almost stop to watch my brother Raymond on his first run. But the white ribbon is bouncing toward me and I tear past it, racing into the distance till my feet with a mind of their own start digging up footfuls of dirt and brake me short. Then all the kids standing on the side pile on me, banging me on the back and slapping my head with their May Day programs, for I have won again and everybody on 151st Street can walk tall for another year. Which text evidence best supports the idea that Squeaky is running for more than just herself? I almost stop to watch my brother Raymond on his first run the white ribbon is bouncing toward me and I tear past it my feet with a mind of their own start digging up footfuls of dirt everybody on 151st Street can walk tall for another year

12
Select the correct text in the passage.
In this excerpt from Washington Irving’s “Rip Van Winkle,” which three parts reveal the setting?
As he was about to descend, he heard a voice from a distance, hallooing, “Rip Van Winkle! Rip Van Winkle!” He looked round, but could see nothing but a crow winging its solitary flight across the mountain. He thought his fancy must have deceived him, and turned again to descend, when he heard the same cry ring through the still evening air: “Rip Van Winkle! Rip Van Winkle!”—at the same time Wolf bristled up his back, and giving a low growl, skulked to his master’s side, looking fearfully down into the glen. Rip now felt a vague apprehension stealing over him; he looked anxiously in the same direction, and perceived a strange figure slowly toiling up the rocks, and bending under the weight of something he carried on his back. He was surprised to see any human being in this lonely and unfrequented place; but supposing it to be some one of the neighborhood in need of his assistance, he hastened down to yield it.
Reset Next

Nothing Constant

“Nothing is constant but change.”

—Heraclitus, an ancient Greek philosopher

1

It was the last day of school; the kids were gone, the books had been collected, and Principal Drake was handing out final paychecks. This was normally a relaxed meeting at which teachers wearing casual clothes smiled and wished each other well for the summer. But no one was smiling today, because a story in the local newspaper had exploded like a crack of thunder.

2

The headline read, “Board of Education Plans New Middle School,” and the staff members of East Orange Elementary were rattled.

3

Principal Tom Drake opined, “I am concerned about a situation in which a newspaper already knows school district information that comes as a surprise to me and my teachers.” He continued, “But of far greater concern is what this means for us, for our colleagues at West Orange, and for students and parents throughout the district.”

4

Coach Melinda Gardner whispered to her friend, Mr. Dale French, “Old Tom is just worried the Board might ask him to retire and make someone else principal of the new campus.”

5

Mr. French whispered back, “Melinda, you be nice now,” but he couldn’t help smiling at his friend’s remark.

6

As the meeting went on, many teachers worried out loud about what might happen if grades 6-8 from East and 6-8 from West consolidated.

7

Ever since the two elementary schools had opened, decades ago, the district had proudly maintained a unique system. While surrounding districts had built new middle schools, Orange kept two elementary buildings—East and West—with K-8 graders in each.

8

Now, according to the paper, the results of the 2010 census were in. They suggested population growth would soon fill both elementary schools with K-5 students only. Apparently, the Board thought the time was ripe to build one new middle school for 6-8 graders.

9

“Will one campus need two middle school science labs?” Dr. Fred Davis, the science department head, asked the group in his usual shy, quiet voice.

10

“Since there is only one middle school library, is the Board going to honor seniority?” Mrs. Betty Green asked brashly. “Or the Board could just keep whichever librarian has the coolest photos on her social media site,” she added sarcastically.

11

“Mrs. Green is worried her lack of computer skills might finally hurt her,” Coach Gardner whispered to Mr. French again.

12

“Coach Gardner, please!” Principal Drake scolded his gym teacher for whispering. “You would not tolerate it if your students were rude. This turn of events has caused real alarm so let’s be sensitive to each other’s concerns.

13

“I apologize for both of us, Tom,” Mr. French offered. “But let’s not get carried away and spoil our summers over this. We don’t know if this proposed new campus will actually be built. The census projections could be wrong. Even if they are right, the cost of raising taxes to pay for a new school might not go over well with voters.”

14

Mr. French continued, “I plan to enjoy my summer and expect another great year. Chances are we’ll all have jobs because several teachers retire every year and the Board moves us around to fill the vacancies. Some of us may have new assignments, but we’ll all land somewhere.”

15

All around the room there were nods of agreement. The atmosphere of gloom gave way to the usual feelings of accomplishment and relief at the end of school.

16

Mr. French offered one more uplifting thought. “Each spring we graduate our eighth graders and send them on to Central High. If they can adjust to a new building, I think we can too.”

17

With that, the teachers adjourned and summer vacation began.

Which sentence from the text BEST supports the idea that some teachers fear their livelihood is being threatened?

A.
"Will one campus need two middle school science labs?"

B.
"Or the Board could just keep whichever librarian has the coolest photos on her social media site."

C.
"Chances are we’ll all have jobs because several teachers retire every year and the Board moves us around to fill the vacancies."

D.
"Each spring we graduate our eighth graders and send them on to Central High."

PLEASE ME HELP I AM GIVING ALL MY POINT TO THIS QUESTION

which phrase or sentence from the excerpt best provides context for the story boy who harnessed the wind

Which subject pronoun replaces "you and I"?

Which subject pronoun replaces " Philippe and you"?

someone help me with this!

Read paragraph 44 "The medicine Bag" then explain what this paragrph reveals about Martin's feelings about his great grandfather and himself.Cite explicit textual evidence to support your response

PLS HELP I WILL GIVE BRAINLIEST TO THE BEST ANSWER
Use the text of the opinion piece, "What's for Lunch," and your completed graphic organizer to answer the question below. Include evidence from the article to support your answer. Do you think this author has an agenda? If so, what is it? If not, what is the purpose of her article? Does she achieve her purpose?

What’s for Lunch?
Marcia Amidon Lusted

Zachary Maxwell was tired of trying to explain to his parents why he wanted to bring lunch to school instead of eating hot lunch. They couldn’t understand why he didn’t want to eat the gourmet food described on the school’s online menu, which sounded both nutritious and interesting. Zachary just couldn’t convince them that the food wasn’t as great as it sounded. So in the fall of 2011, he began sneaking a small video camera into the cafeteria at his school, to show his parents what the lunches were really like. Six months and 75 school lunches later, Zachary made a documentary film about his lunch called Yuck: A 4th Grader’s Short Documentary About School Lunch.

Truth in Advertising?
"The city’s Department of Education says that it’s committed to providing ‘delicious and nutritious meals’ through their food service program. But the lunch being served at my school was nothing like what they were advertising on their web site," Zachary, now 11, says in the documentary’s trailer. "I told [my parents] that’s not what they were actually serving me," he said. "But I don’t think they believed me." For example, an "oven-baked pizza bagel with tricolor salad" was really nothing more than a slice of pizza and a wisp of lettuce. Sometimes there was no connection between the menu and what Zachary actually got. "Cheesy lasagna rolls with tomato basil sauce, roasted spinach with garlic and herbs" was, in reality, just a plastic-wrapped grilled cheese sandwich, all alone on a foam plate.
"When I came back home and showed them the footage, they were like, ugh!" Zachary said. His dad, an amateur filmmaker, started helping Zachary transform his video footage into a film. It won several awards, and Zachary also made appearances on television shows like Good Morning America.

Not Perfect, But Better
Let’s face it: many times school lunches just aren’t going to taste as good as they sound. Students also complain that with lunches that follow the new school lunch guidelines, there just isn’t enough food. Smaller portions, more fruits and veggies, and fewer calories leave some kids, especially teenagers, still hungry after eating their lunch. A group of students in Kansas even wrote a music video called "We Are Hungry," where they sing about their stomachs growling after lunch and how they’re collapsing on the sports field because they haven’t eaten enough.
However, the new federal lunch guidelines do mandate meals that are better for students, with less sodium, more whole grains, fewer calories, and more fruits and vegetables, as well as skim or 1 percent milk. These are a definite improvement over school lunches of not that many years ago, which once stuck with fare like burgers, French fries, and chicken nuggets. Some schools even allowed fast food outlets like McDonald’s and Pizza Hut to operate mini-restaurants in their cafeterias, or supply their products for students. Many schools have also reconsidered vending machines filled with sugary sodas, candy, and chips, replacing them with water and healthy snacks.

The Lunch Forecast
The new school lunches are designed to help students eat better, and combat health problems like obesity in kids. Ideally, a healthy school lunch should also taste good ... or at least as good as the description on the menu. It should also keep students from taking a trip to the vending machine or a nearby convenience store as soon as lunch is over, because they’re still hungry. But will the lunches served in your cafeteria ever taste as good as a fast food burger or a gourmet meal cooked at home? You be the judge.

Someone please check my work! My answer is highlighted

GIVING BRAINLIEST do commas go before or after conjunctions

How does internal conflict influence mood?