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.

I have looked everywhere at this point I'm droping out-

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

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

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

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

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

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

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.

Which subject pronoun replaces " Philippe and you"?

someone help me with this!

How does external conflict influence mood?

Question 1: What textual evidence is strongly supported? Question 2: What is revealed? Question 3: What is the impact PLEASE I NEED TO KNOW

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

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.

Please help! This is also due soon!!​

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

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

picnic + -er

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.

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?

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.

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

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.

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

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”

The book is La Llorona by the way.

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."

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??

In the following sentence, identify the italicized prepositional phrase as either an adjective phrase or an adverb phrase.

The delivery truck got delayed on the interstate.

adjective phrase
adverb phrase

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.

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

chinese food or korean why (my journal entry).