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

Answer:

1) that the teacher dont want the kid to wear a coat in class

2)what is revealed is that the kid was disobying the what the teacher said

3) the impact is that the kid had to write an 500 wrd essay for one diobeying the teacher and talking back.

Explanation:

hey sorry for the people that answer you but dont even tell you the answer and feel free to brainliest i you wanna THX and i really hope this helps

Answer:

they wayword

Explanation:

Which subject pronoun replaces "you and I"?

Which subject pronoun replaces " Philippe and you"?

someone help me with this!

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

Find ALL Similes and Metaphors

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

In this type of conflict, a character finds him or herself battling between two competing desires or selves, typically one good and one evil. You won't get a more obvious example than The Call of the Wild, in which the protagonist (in this case, a dog) is torn between a domesticated self and wild self.

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.

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.”

Ladies and gentlemen, there are people living in our community today who need our help. These people have no beds to sleep on, no food to eat, and no clean water to drink. They are tired, hungry, and desperate. It is our responsibility to help these people. Don't you agree that something needs to be done right now? These people are feeling like rafts adrift on the ocean. They have no one to turn to and nowhere to go. I must have written a million letters to the council, but have had no response. That's why it is up to those of us here today to take action. What is the author's writing style?

Read this sentence from an analysis of a short story written by a student.The character of May gets into trouble because she does not learn from previous mistakes.Which line from the story best supports this analysis?A.“May liked nice things, and few things were as nice as the treasures in Xan’s store.”B.“May heard the angry clatter of the guards’ boots on the street as they chased after her.”C.“‘Back again, May?’ asked the jail keeper. ‘Well, we saved your favorite dungeon cell for you.’”D.“May pretended to be interested in a doll while the shopkeeper was helping another customer.”

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.

Which U.S. states are protected by LGBT nondiscrimination laws and which aren't? What are the best and worst states for LGBT equality? This is due in 2days-

Jacki evaluated the expression below. What was Jacki’s error? A. Jacki should have simplified the exponent first. B. Jacki should have multiplied 4 and 8 first. C. Jacki did not subtract 12 from 8 correctly. D. Jacki should not have multiplied 8 and 2

is afraid a preposition

how do structure and language help communicate a poem's message

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

Help plz quick!!!!!!!

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.

Write a complete and accurate summary of this text. Be sure to include details from the text in your response.

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.

How do Mr. French’s words reflect the theme of this story?

A.
He apologizes for being rude by whispering at a meeting.

B.
He points out that citizens may not accept a tax increase.

C.
He looks forward to summer vacation with relief.

D.
He encourages people to accept change without fear.

The Coat By: Lex Wilford Eighth grade, Mrs. Jaffrey’s class. It was always cold in Mrs. Jaffrey’s class. It was always freezing in there. And every day I wore my coat to her class she told me not to. “Why not?” I asked her. “It’s cold in here. I’m cold.” “Because you’re not supposed to wear your coat to class,” she kept saying. Seemed pretty stupid to me, so I kept wearing my coat to class, I was cold. After a few days, Mrs. Jaffrey told me to hang my coat in the principal’s office. Told me to stay there for the rest of the afternoon. Told me to write her a five hundred-word essay on why I shouldn’t wear my coat to class. “Why?” I asked her. “I can’t do that. how’m I supposed to do that?” She looked at me over her horned-rims. Her lips were white. She had her arms folded. The north wind coming up off the practice fields outside glazed the windowpanes along the wall with ice. “Be creative”, she said. I sat in the principal’s warm office and wrote a hundred sentences, like the ones I’d written on the detention hall chalkboard for Mrs. Jaffrey after school: I will not wear my coat to class because someone might mistake me for a bear and shoot me. I will not wear my coat to class because I might sweat so much the class will flood, and somebody might drown. I will not wear my coat to class because I might get so hot, I’ll catch fire and burn the whole Junior High down. That kind of thing. It was more than five hundred words. I thought it was pretty creative. Mrs. Jaffrey didn’t think so, though. Neither did my old man. Next day, he showed up outside Mrs. Jaffrey’s class with my essay in his hand. Checked me out of school. Told me to put on my coat. “It’s in the principal’s office,” I told him “Leave it then,” he said. It was cold outside. Ice coated the trees, the rooftops of houses, the windshields of cars parked along the curbs, the sidewalks, the streets. The old man drove too fast, dodging fallen tree limbs in the road, his pickup truck sliding all over, down to Pecan Park. He told me to get out. Told me to open the tailgate. Told me to bend over and read each sentence, one at a time. There was a new two-by-four in the bed of the truck. The wood was white. He picked it up, stood behind me. I read a sentence, and then he hit me one. Then I read another sentence. He hit me again, there were a hundred sentences. He kept hitting me. The wind blew up hard and it started to sleet, and all around the park tree limbs groaned and cracked and snapped off. I didn’t have my coat on. I was cold. Ice fell all around me. The Coat by Lex Wilford



What textual evidence is strongly supported?

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

How does internal conflict influence mood?

Which subject pronoun replaces " Philippe and you"?

someone help me with this!

Someone please check my work! My answer is highlighted

In addition to giving the definition of a word, what other information is always included in a dictionary entry? words with the opposite meaning translations into other languages part of speech rhyming words

Read the dictionary entry. grant 1. v. to give permission 2. v. to give ownership 3. v. to admit belief that something is true 4. n. a gift given for a specific purpose Which definition of the word grant best reflects how the word is used in the sentence? Eve was fortunate to receive a grant from an organization that supports young artists. to give permission to give ownership to admit belief that something is true a gift given for a specific purpose

Help needed here so please help asap

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.

The Kingdoms James Baldwin There was once a king of Prussia whose name was Frederick William. On a fine morning in June he went out alone to walk in the green woods. He was tired of the noise of the city, and he was glad to get away from it. So, as he walked among the trees, he often stopped to listen to the singing birds, or to look at the wild flowers that grew on every side. Now and then he stooped to pluck a violet, or a primrose, or a yellow buttercup. Soon his hands were full of pretty blossoms. After a while he came to a little meadow in the midst of the wood. Some children were playing there. They were running here and there, and gathering the cowslips that were blooming among the grass. It made the king glad to see the happy children, and hear their merry voices. He stood still for some time, and watched them as they played. Then he called them around him, and all sat down together in the pleasant shade. The children did not know who the strange gentleman was; but they liked his kind face and gentle manners. "Now, my little folks," said the king, "I want to ask you some questions, and the child who gives the best answer shall have a prize." Then he held up an orange so that all the children could see. "You know that we all live in the kingdom of Prussia," he said; "but tell me, to what kingdom does this orange belong?" The children were puzzled. They looked at one another, and sat very still for a little while. Then a brave, bright boy spoke up and said,-- "It belongs to the vegetable kingdom, sir." "Why so, my lad?" asked the king. "It is the fruit of a plant, and all plants belong to that kingdom," said the boy. The king was pleased. "You are quite right," he said; "and you shall have the orange for your prize." He tossed it gayly to the boy. "Catch it if you can!" he said. Then he took a yellow gold piece from his pocket, and held it up so that it glittered in the sunlight. "Now to what kingdom does this belong?" he asked. Another bright boy answered quickly, "To the mineral kingdom, sir! All metals belong to that kingdom." "That is a good answer," said the king. "The gold piece is your prize." The children were delighted. With eager faces they waited to hear what the stranger would say next. "I will ask you only one more question," said the king, "and it is an easy one." Then he stood up, and said, "Tell me, my little folks, to what kingdom do I belong?" The bright boys were puzzled now. Some thought of saying, "To the kingdom of Prussia." Some wanted to say, "To the animal kingdom." But they were a little afraid, and all kept still. At last a tiny blue-eyed child looked up into the king's smiling face, and said in her simple way,-- "I think to the kingdom of heaven." King Frederick William stooped down and lifted the little maiden in his arms. Tears were in his eyes as he kissed her, and said, "So be it, my child! So be it." The king's interaction with the children may best be described as

A) lecturing.
B) explaining.
C) provocative.
D) interrogating.

HElp Which Native American group lived a settle lifestyle 1.The Tonkawa 2.The Comanche 3.The Apache 4.The Tigua