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?

Answer:

"it's cold in here" is strongly supported

Explanation:

GIVING BRAINLIEST do commas go before or after conjunctions

What took place in the bathroom in the first book of percy jackson? i need help pleaseee.

An excerpt from The Adventures of Huckleberry Finn Mark Twain 1 You don't know about me without you have read a book by the name of The Adventures of Tom Sawyer; but that ain't no matter. That book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he told the truth. That is nothing. I never seen anybody but lied one time or another, without it was Aunt Polly, or the widow, or maybe Mary. Aunt Polly--Tom's Aunt Polly, she is--and Mary, and the Widow Douglas is all told about in that book, which is mostly a true book, with some stretchers, as I said before. 2 Now the way that the book winds up is this: Tom and me found the money that the robbers hid in the cave, and it made us rich. We got six thousand dollars apiece--all gold. It was an awful sight of money when it was piled up. Well, Judge Thatcher he took it and put it out at interest, and it fetched us a dollar a day apiece all the year round --more than a body could tell what to do with. The Widow Douglas she took me for her son, and allowed she would sivilize me; but it was rough living in the house all the time, considering how dismal regular and decent the widow was in all her ways; and so when I couldn't stand it no longer I lit out. I got into my old rags and my sugar-hogshead again, and was free and satisfied. But Tom Sawyer he hunted me up and said he was going to start a band of robbers, and I might join if I would go back to the widow and be respectable. So I went back.

This goodness is not a matter of ability; it implies steadiness, perseverance. In this sentence, implies means:
A. involves
B. idolizes
C. ignores
D.infuriates

chinese food or korean why (my journal entry)

Please help I’m trying to help my brother but I don’t know what it means I need separate sentences for each word

Now write one sentence of your own that could be an example for one meaning of each word
Words:
Gavel
Pilfer
Declare
Testify
Fine

1
Select the correct text in the passage.
Which two words are domain-specific words?
In the 1860s, a fossil of an avian or flying dinosaur known as Archaeopteryx was found. Scientists identified it as a combination of bird and reptile. This discovery led to the theory that birds have evolved from carnivorous avian dinosaurs. Archaeopteryx lived in the southern region of Germany during the Late Jurassic period when Germany had a tropical climate.
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Can somebody help me with this? The questions are: 1. Why did the little prince want to know if sheep eat bushes? 2. What 2 plants grew on the princes planet? 3.the little prince spoke of a planet on which a crazy man lived. What had he neglected to do? 4. What did the little prince want to see because he was very fond of it? 5. (This has to do with number 4) why could he not see it? And also this is from the book “the little prince”

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.

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.

What is the correct definition of the term urban center? A. crude oil found naturally in rock B. a city and its connecting suburbs C. a steep cliff formed by an earthquake or erosion D. the gradual breakdown of rock or soil caused naturally by water or wind

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.
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The book is La Llorona by the way.

PLS HELP I AM THE DUMBEST PERSON ALIVE!
How is an opinion piece different from an editorial?

An opinion piece only contains one person’s opinion, an editorial does not.
An editorial contains facts and supporting details, an opinion piece does not.
An editorial is written by the editor of a newspaper, an opinion piece is not.
An opinion piece contains the beliefs of the publication that prints it, an editorial does not.
I WILL GIVE BRAINLIEST TO THE BEST ANSWER

chinese food or korean why (my journal entry).

The Story of Cam and Tam Kyle Ellington 1Once upon a time, a widowed man lived in a small kingdom and cared for his kind daughter, Tam, by himself. Eventually, the man remarried, but his new wife was cruel to Tam. Tam’s life worsened when a baby girl, Cam, was born. Tam’s father and stepmother showered Cam with everything she desired, leaving Tam to live a desolate, lonely life. She cleaned the house, cooked the food, hauled the trash, and collected the water. 2One day, Tam’s stepmother sent her and Cam to collect fish. Though they were half sisters, Tam and Cam had contrasting personalities. Tam fished continuously until her basket overflowed with fish, while Cam lazily lounged in the sun. Upon realizing that she had no fish to take home, Cam decided to steal Tam’s fish. When Tam wasn’t looking, Cam poured Tam’s fish into her own basket, snickered, and fled home. 3Tam wept when she saw the empty basket because she knew that punishment awaited her; however, she stopped crying abruptly when a beautiful woman appeared. The woman grinned sweetly and told Tam not to weep. 4“Your misfortunes will be over soon, Tam. Inside your basket, you will find one fish. Take it home and care for it,” said the woman. 5Tam put the fish in the well behind her house. Each time Tam neared the well, the fish surfaced, which made Tam very happy. One day, because Tam's stepmother despised Tam’s happiness, she removed the fish from the well and returned it to the river. The next time Tam visited the well, the fish did not surface. Tam instantly knew what had occurred and wept. Once again, the beautiful woman appeared. She instructed Tam to visit the fish at the edge of the river whenever she needed help. 6A few weeks later, the Autumn Festival began, and Tam’s town erupted with activity. Tam planned to attend the festival, but her stepmother wrote a list of many chores for her to complete. Saddened, Tam visited the water's edge and asked for help. In a moment, the beautiful woman appeared before Tam and instantly transformed Tam's shabby clothes into a stunning blue and silver dress. 7Tam raced to festival, where she earned praise as the most beautiful woman in attendance. Tam shimmered like a star in the glowing gown, but having everyone's eyes on her made her self-conscious, and she ran away. In her haste, she lost a shoe on the staircase. 8Later, the Prince discovered Tam’s lost shoe. He had seen Tam at the festival and hoped to marry her. He traveled the kingdom seeking the woman whose foot fit the shoe. When the Prince arrived at Tam’s house, she tried on the shoe and it fit! The Prince was jubilant and asked Tam to marry him. Eventually, the Prince became King, and Tam became Queen. Though Tam never took revenge on her family members, they lived in agony knowing that if they had been kinder, they could have lived with Tam and the King.

A) by creating sympathy for the abused and oppressed character, Tam

B) by characterizing one of the two young women as wicked and cruel

C) by utilizing a natural creature, a fish, as a friend to poor, lonely, Tam

D) by having the beautiful woman appear several times to help Tam as her life worsens

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

Read the sentence. Karim could not believe that he won an official American League baseball signed by his favorite player. Now read the dictionary entry. official 1. n. a person elected or appointed to hold a position of authority 2. n. a person in charge of rules in a game or sport 3. adj. relating to an office 4. adj. approved by an authority Which definition of official best reflects how the word is used in the sentence? a person elected or appointed to hold a position of authority a person in charge of rules in a game or sport relating to an office approved by an authority

In two or more complete sentences, describe how one of the occupations that you studied would use descriptive statistics when performing the job. Justify the answers in two or more complete sentences.

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

english/writing help please

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

How does the author convey the central idea that groups of students can band together to make real-world differences in "We Live on Planet A: Young People Rally for Their Rights"?

by suggesting that students take advantage of resources from NASA and NOAA

by confirming that students can make a difference just by forming recycling clubs in their communities

by highlighting the few youth leaders who have stood out in this movement

by mentioning specific groups and events that accomplished this goal

PLS ASAP WOULD HELP A LOT

Add the suffix to the root, creating a new word.

picnic + -er

Crack this riddle! I speak without a mouth and hear without ears. I have no body, but I come alive with wind. What am I?

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?

HERE IS THE WHATS FOR LUNCH ARTICLE

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.

In a personal narrative, the narrator can best highlight the qualities of the subject with
A. descriptive labels.
B.strong examples.
C.background information.
D.concluding statements.

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??

Judy Blume's career as an American writer spans four decades and includes many literary awards. She is most famous for her novels geared toward pre-teens. One notable example is Tales of a Fourth-Grade Nothing. However, Blume also has had success writing for an adult audience. Three of her novels for adults reached the New York Times best-seller list. In a 2008 interview Blume remarked, "I have so many stories left to tell!" By that time she had written nearly 30 novels. Judy Blume an exceptionally talented and productive American author.

How does the third sentence ("However, Blume also has. ...") support the main idea of the paragraph?

It tells you that the author once wrote for children but has changed her focus and preference to adults.
It tells you that the author has great talent because she writes good stories for children as well as adults.
It points out that the author has written more books for children than she has written, or plans to write, for adults.
It points out that the author only writes stories that she expects will win awards or sell well among adults.

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