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.

Answer:

hamburger

Explanation:

please rate and hit that like

chinese food or korean why (my journal entry).

GIVING BRAINLIEST do commas go before or after conjunctions

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

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

Using the ideas you previously wrote in your Compare and Contrast Organizer on the two helpers, you will write the introduction paragraph of your compare and contrast article. View the grading rubric as you complete your assignment. This is your guide to a super submission. You have previously written ideas about two helper topics in your Compare and Contrast Organizer. Now you will use your ideas from the organizer (and tips from this lesson) to write the introduction to your compare and contrast article. In your introduction, remember to include: Hook: use a thought-provoking question or a surprising fact Important information about your two topics Thesis statement: your idea that answers the question: Are my two helpers similar, different, or are they both similar and different? In what general way do they compare and/or contrast? A thesis: states your specific idea about the topic in one sentence can be supported with valid evidence such as facts, expert testimony, and research does not include feelings or emotions is written in the third person point of view (do not use the pronoun “I” or the phrase “I think”) Write four or more complete sentences Write in formal style using the third person point of view. Use correct grammar, punctuation, and spelling. Save your work to your computer or drive. Submit your work in 02.06 Introduce Your Ideas. If needed, review your chosen articles. Read the articles. Article 1-Minutes That Matter Article 2-Defeating Dragons Article 3-Food That Fuels

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

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.

Which verb best agrees with the subject?: The sound of the passing ships _____ through the fog.

echo or echoes
Help Me fast please I need to turn this in 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.

A timeline A) must contain the terms CE/BCE B) explains the reasons events happened C) puts events in context with one reason D) identifies events and the effects of those events on a place

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

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.

Which subject pronoun replaces " Philippe and you"?

someone help me with this!

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.

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."

Someone please check my work! My answer is highlighted

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

Please help! This is also due soon!!​

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.”

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

How does internal conflict influence mood?

Find ALL Similes and Metaphors

chinese food or korean why (my journal entry)

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

when comparing literary text, structures you must determine _____between the two structures

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

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.

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

What textual evidence is strongly supported? What is revealed? What is the impact?

EXERCISE 1 Complete each sentence, using the singular possessive or plural possessive form of the noun in parentheses. 1. My (family) vacation included a stop at a museum in Chicago. 2. The Art Institute is one of that (city) treasures. 3. (Georges Seurat) Sunday Afternoon on the Island of La Grande Jatte is one of the most famous paintings in the museum. 4. Tiny dots of paint cover the (painting) surface. 5. My sister (Iris) favorite painting is American Gothic, which shows a man and a woman outside a farmhouse. 6. The (man) and the (woman) expressions are somber and stern. 7. The old suits of armor in a large gallery were my (brother) favorite objects, and they took many pictures of them. 8. At the special exhibit of miniature homes, we felt like giants looking through (home) windows. the​