The two factors that determine the best method for taking notes are the
A. subject and teacher preference.
B. subject and student preference.
C. graphic organizer and student preference.
D. graphic organizer and teacher preference.

Answer: Either A. or D. Teachers have a better preferrence since they are older but if I had to decide I would go with D.  

Explanation:

Answer:

It is B, subject and student preference.

Explanation:

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.

Best Friend Quotes and Sayings
You're my unbiological sister/brother.
True friendship isn't about being inseparable. ...
Best friends are the people you can do anything and nothing with and still have the best time.
You laugh. ...
Best friends are the sibling's God forgot to give us.

The Help
When Minny calls Aibileen, what did Aibileen say about what Skeeter asked her?

Edvenedfuebrhbeubguwnfefnfiunfwenqn

What is better?
A) Online School
B) School (actual school)
C) No School

adapted from Agnes Grey by Anne Brontë My footsteps were the first to press the firm, unbroken sands. Nothing before had trampled them since last night's flowing tide had obliterated the deepest marks of yesterday. The sand was fair and even, except where the subsiding water had left behind it the traces of dimpled pools and little running streams. Refreshed, delighted, invigorated, I walked along, forgetting all my cares, feeling as if I had wings to my feet. I could go at least forty miles without fatigue and experience a sense of exhilaration to which I had been an entire stranger since the days of early youth. About half-past six, however, the grooms began to come down to air their masters' horses. First one, and then another, till there were some dozen horses and five or six riders. But, that did not trouble me, for they would not come as far as the low rocks which I was now approaching. When I had reached these, and walked over the moist, slippery sea-weed (at the risk of slipping into one of the numerous pools of clear, salt water that lay between them), to a little mossy mound with the sea splashing round it, I looked back again to see who next was stirring. Still, there were only the early grooms with their horses, and one gentleman with a little dark speck of a dog running before him, and one water-cart coming out of the town to get water for the baths. 5 Select the correct answer. Where does the story take place? A. on the beach B. near a swimming pool C. in a stable D. on a village street

The Help
Aibileen had first thought Miss Leefolt had ______ _______ _________.

An old man in a gray jacket was leading a horse down the long lane. is there a being verb, action verb or a verb phrase it can be two or if the two are together it is a verb phrase so what is it

Please HELP 100 POINTS + Brainliest 8th GRADE READING CLASS


Writing an Objective Summary
For a story or novel
An objective summary for fiction
Focuses on the main events in the plot
Is short – 5 to 7 sentences max
Is written in your own words
Omits minor details
Does not contain your own opinions, feelings, interpretations, stereotypes, or bias
Is written in the present tense
What NOT to Include in an Objective Summary
Your own interpretations – what you think the author is trying to say
Your own opinions – what you think about the story or whether you liked it or not
Your own feelings
Minor details
How to write an objective summary:
Name it – Identify the title and author.
Verb it – Use a verb like one of the following:
Tells about
Tells the story of
Mention main character(s), setting, and the main thing the characters did or went through
Include important parts of plot (initial conflict, climax, resolution)
Remember
Name it
Verb it
Mention main character(s), setting, and the main thing the characters did or went through
Include important parts of plot
(initial conflict, climax, resolution)

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

Which is and example of a universal theme.
A. If you expect to be happy, you must give to charity.
B. You should always treat your friends kindly.
C. You should always do research before buying a car
D. One cannot have friends if one does not act like a friend

I need it done asapp

In Passage 1, how does Mrs. Reed respond to Jane’s outburst at the beginning of the excerpt?


A)as though she is a child


B)like she is a wounded animal


C)like she is an adult adversary


D)as though she is an adult friend


(the paragraph)

1 I gathered my energies and launched them in this blunt sentence—



2 “I am not deceitful: if I were, I should say I loved you; but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed; and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies, and not I.”



3 Mrs. Reed’s hands still lay on her work inactive: her eye of ice continued to dwell freezingly on mine.



4 “What more have you to say?” she asked, rather in the tone in which a person might address an opponent of adult age than such as is ordinarily used to a child.



5 That eye of hers, that voice stirred every antipathy I had. Shaking from head to foot, thrilled with ungovernable excitement, I continued—



6 “I am glad you are no relation of mine: I will never call you aunt again as long as I live. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say the very thought of you makes me sick, and that you treated me with miserable cruelty.”



7 “How dare you affirm that, Jane Eyre?”
8 “How dare I, Mrs. Reed? How dare I? Because it is the truth. You think I have no feelings, and that I can do without one bit of love or kindness; but I cannot live so: and you have no pity. I shall remember how you thrust me back—roughly and violently thrust me back—into the red-room, and locked me up there, to my dying day; though I was in agony; though I cried out, while suffocating with distress, ‘Have mercy! Have mercy, Aunt Reed!’ And that punishment you made me suffer because your wicked boy struck me—knocked me down for nothing. I will tell anybody who asks me questions, this exact tale. People think you a good woman, but you are bad, hard-hearted. You are deceitful!”

Adam and Eve were _____ with a decision to obey God‘s law or to disobey his command
A. Troubled
B. Confronted
C. Redeemed

Identify the following verbs by number and person by checking the appropriate boxes.

He for the bus each day after school.
(MULTIPLE CHOICE)
second person
same form for both singular and plural
first person
third person
singular (only)
plural (only)

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.

In paragraph 2 of Passage 1, Jane exclaims, “I am not deceitful.” What reason does Jane have for using the word deceitful?


A)to explain that she is not lazy


B)to explain that she is not truthful


C)to explain that she is not forgetful


D)to explain that she is not dishonest


(the paragrph)
2 “I am not deceitful: if I were, I should say I loved you; but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed; and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies, and not I.”

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

In a paragraph explaining right it was necessary for God to have a redemption plan. Use complete sentences

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.

There’s a one-story house in which everything is yellow. Yellow walls, yellow doors, yellow furniture. What color are the stairs?

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

Hey can someone help me please this due today and no one answer it correctly there just trolling.so can someone answer this question thank you!!!!
EXT 1 :Since 1983, the Sudan People’s Liberation Army (SPLA) and the Sudanese Government have been at war in southern Sudan. The conflict has already claimed more than 500,000 lives and displaced huge numbers of people. Among these were at least 20,000 children, mostly boys, between 7 and 17 years of age who were separated from their families. These ‘lost boys’ of the Sudan trekked enormous distances over a vast unforgiving wilderness, seeking refuge from the fighting. Hungry, frightened and weakened by sleeplessness and disease, they crossed from the Sudan into Ethiopia and back, with many dying along the way. The survivors are now in camps in Kenya, the Sudan and Uganda

Question 1: What's the main idea,detail 1 and detail 2?

TEXT 2:This extraordinary exodus has its origins in traditional forms of migration. After being initiated into manhood, young adolescent boys in southern Sudan have generally been quite mobile. Organized into small groups of their peers, they would leave home for a period to look after cattle. Or they might head for the towns or cities to go to school or to seek their fortune, before eventually returning home. In addition, at times of stress families all over Africa send their children elsewhere to find safety, food, work and schooling.

Question 2: What's the main idea,detail 1 and detail 2?

TEXT 3:But during the war this process has escalated dramatically. Fearing they would be targeted as potential combatants, many boys left their villages and headed for cities such as Juba and Khartoum. Here they hoped to find work or schooling, though as these cities became saturated with migrants, the boys often had to resort to begging or petty crime.


Question 3: What's the main idea ONLY???

TEXT 4:.Others set out for refugee camps in Ethiopia. Some travelled with friends or relatives, others slipped away on their own at night. Few had any idea of what lay ahead of them. They believed the trek would last only a few days and discovered that they faced a harrowing journey of 6 to 10 weeks. Continually under threat, they would flee for their lives, losing their way in the wilderness. Often they lost everything en route—blankets, sheets, shoes, clothes and pots—to soldiers, swindlers or bandits. Many fell victim to killer diseases. Others were so weakened by hunger and lack of sleep that they could go no further and sat down by the roadside—prey for lions and other animals.

Question 4:What are the Hopes/Expectations and Realities


LAST QUESTION:Take a moment to jot down the central idea. So far, the author shows...

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.

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)

What does the repetition in the stanzas emphasize in Selection 1?


A)the length of the speaker’s journey


B)the strength of the speaker’s feelings


C)the dullness of the speaker’s occupation


D)the desperation of the speaker’s situation


(the paragrph)

Sea Fever



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.


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.

guys I've got a very serious question: which hogwarts do you think timothée chalamet would be in?

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.

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

carry

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.