PLEASE HELP!!!!!!!!!!!!!! NEED NOW!!!!!!!! WILL AWARD BRAINLYEST!!!!!!!!!!!!!!!! WORTH 15 POINTS EACH!!!!!!!!!!!!!!!!!!!!!!
Answer the following questions using complete sentences. Use evidence from the book to support your answer and be sure to answer the entire question.

Lord of the Flies – Chapters 9, 10,11, 12
1. What does Simon learn about the beast?
2. What are Piggy’s last words? What does it signify about society?
3. Who is the Lord of the Flies? What does it represent?
4. Why is the naval officer disappointed in the boys?
5. Make connections between this story and other books, movies, tv, or a real-life situation.

Answer:

1. Simon discovers that the so called beast of the island, in really nothing more than the body of a dead airman. His parachute had become tangled and stuck in the trees. Simon cuts the lines of the parachute and allows the body to slip away. He realizes that he has to go and tell the other boys that there is no beast.

2.His last words are, "Which is better, law and rescue, or hunting and breaking things up?" Piggy has represented the thinker, the intellect, throughout the story. He tries to be the voice of reason but he is ignored and ridiculed. Golding is saying, through this, that reason in all of society is ignored and ridiculed.

3.In this way, the Lord of the Flies becomes both a physical manifestation of the beast, a symbol of the power of evil, and a kind of Satan figure who evokes the beast within each human being. Looking at the novel in the context of biblical parallels, the Lord of the Flies recalls the devil, just as Simon recalls Jesus.

4.The naval officer is disappointed because the boys did not behave like the good little British schoolchildren in Coral Island.

5.William Golding's 1954 novel "Lord of the Flies" tells the story of a group of young boys who find themselves alone on a deserted island. They develop rules and a system of organization, but without any adults to serve as a civilizing impulse, the children eventually become violent and brutal. This connects to life because without adults or parents children can’t provide for themselves without causing cahos. I also like to connect this book to the Nickelodeon movie Jimmy Neutrion.

Answer:

1. Simon discovers that the so called beast of the island, in really nothing more than the body of a dead airman. His parachute had become tangled and stuck in the trees. Simon cuts the lines of the parachute and allows the body to slip away. He realizes that he has to go and tell the other boys that there is no beast.

2.His last words are, "Which is better, law and rescue, or hunting and breaking things up?" Piggy has represented the thinker, the intellect, throughout the story. He tries to be the voice of reason but he is ignored and ridiculed. Golding is saying, through this, that reason in all of society is ignored and ridiculed.

3.In this way, the Lord of the Flies becomes both a physical manifestation of the beast, a symbol of the power of evil, and a kind of Satan figure who evokes the beast within each human being. Looking at the novel in the context of biblical parallels, the Lord of the Flies recalls the devil, just as Simon recalls Jesus.

4.The naval officer is disappointed because the boys did not behave like the good little British schoolchildren in Coral Island.

5.William Golding's 1954 novel "Lord of the Flies" tells the story of a group of young boys who find themselves alone on a deserted island. They develop rules and a system of organization, but without any adults to serve as a civilizing impulse, the children eventually become violent and brutal. This connects to life because without adults or parents children can’t provide for themselves without causing cahos. I also like to connect this book to the Nickelodeon movie Jimmy Neutrion.

Read the excerpt from "Freedom Walkers” by Russell Freedman.

E. D. Nixon and other black leaders wanted to take the entire bus segregation issue into federal court. They hoped to demonstrate that segregated buses were illegal under the U.S. Constitution. But first they needed the strongest possible case—the arrest of a black rider who was above reproach, a person of unassailable character and reputation who could withstand the closest scrutiny.

What is the most important information given about the Black leaders in this paragraph?

They wanted to bring the issue of segregation to court.
They wanted to bring the strongest case to court.
They wanted to prove that segregated buses were illegal.
They wanted to ask the arrested rider more questions.

What are the punning words in the sentence "An elephant's opinion carries a lot of weight?"

Read the excerpts from "Freedom Walkers” by Russell Freedman.

Excerpt 1

Shaken and alarmed, Robinson bolted to her feet and stumbled off the bus in tears, packages falling from her arms. She had made the mistake of sitting in one of the front ten seats, which were reserved for white riders only.

"I felt like a dog,” she wrote later. "And I got mad, after this was over, and I realized I was a human being, and just as intelligent and far more [educationally] trained then that bus driver was. But I think he wanted to hurt me, and he did. . . . I cried all the way to Cleveland.”

Excerpt 2

"I didn’t know what was happening,” she [Claudette Colvin] said later. "I was just angry. Like a teenager might be, I was downright angry. It felt like I was helpless.” She remained locked up at the city jail until she was bailed out later that day by the pastor of her church.

Which sentence best explains how these excerpts develop the central idea that the treatment of Black riders was emotionally harmful?

Both excerpts use the words of those affected to help support the idea.
Both excerpts use the evidence of eyewitnesses to demonstrate the idea.
Both excerpts show that Black people were sent to jail for sitting in the wrong seat.
Both excerpts show that bus drivers did not respect the education of Black people.

STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

Read the first sentence of the text:

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily.


What is the main purpose of this sentence in the essay?
A, To describe the misery of early human existence
B, To explain how early fires were started
C, To suggest humans have an easier life than we once did
D, To support the idea that matches really changed human life

Can Someone Please Check This Question And Tell Me If I’m correct and if not then please explain

Why doesn't Holden want to/is afraid of growing up? (Catcher in the Rye)

Can yall give me a paragraph on Heritage in our hands (80-100) words.
Thanks...

Please help me. I just need something quick that will help me understand and answer the question.

Please help me will give Brainliest

Readers draw conclusions from a text when they ?

Read the excerpts from "Freedom Walkers” by Russell Freedman.

Excerpt 1

By now, it was late Thursday evening. Nixon and the Durrs left and went home. Attorney Fred Gray, meanwhile, had learned about Parks’s arrest, had spoken with Rosa, and agreed to represent her. Then he called Jo Ann Robinson, whom he knew from the Claudette Colvin case, and Robinson, in turn, notified several fellow teachers who were members of the Women’s Political Council. "It was all happening quickly,” Gray recalled. "The mood was electric. This was the beginning of the Montgomery Bus Boycott.”

Excerpt 2

While the women were working, Robinson called Nixon at home to inform him of their plans for a boycott. He too had been busy throughout the night, phoning Montgomery’s black ministers and other civic leaders, urging them to attend a meeting Friday evening to mobilize support for both the boycott and for the legal defense of Rosa Parks.

Which sentence best explains how these excerpts develop the central idea that people were eager to help?

Both excerpts give examples that show the level of the participants’ involvement.
Both excerpts reveal the thoughts of the people involved in organizing the boycott.
Both excerpts name the organizations that became involved in the boycott.
Both excerpts provide direct quotes from some of the original organizers.

Apply what you’ve learned to these new excerpts.

From What is a Desert? by Emilia Jackson

Deserts are often described as hot and dry, but only one of those is true all the time. There are hot deserts, but cold deserts exist as well. Some areas, such as parts of Greenland, can have winter temperatures as cold as –2 degrees Celsius! Deserts are defined as areas with very little rain and snow—less than 26 centimeters per year, on average. Although there is usually very little water available in deserts, many plant and animal species make these areas their home.

From Desert Adaptations by Diallo Abara

It may seem surprising that plants and animals can live in the desert. After all, plants and animals need water to survive, and the very definition of a desert is that it is a place with hardly any water. In addition, many deserts are extremely hot during the day. How do plants and animals survive in this harsh climate?

Both plants and animals have adaptations—either behaviors or parts of their bodies—that help them to live in the desert. For example, fennec foxes have large ears that allow heat to leave their bodies more easily. Camels store fat in their humps, which their bodies break down into food and water when those provisions are unavailable. Many small desert animals stay out of the hot sun during the day and come out to eat at night.

How is Jackson’s purpose different from Abara’s purpose?

Jackson provides information about desert climate, while Abara explains how animals can live in the desert.

Jackson gives details about the areas of the world where deserts are found, while Abara explains what a desert is.

Jackson explains how much precipitation falls in a desert, while Abara relates what animals need to survive.

Jackson describes winter desert temperatures, while Abara explains how daytime and nighttime temperatures differ.

Read the excerpt from "Freedom Walkers” by Russell Freedman.

Under Montgomery’s segregation laws, Claudette was in fact entitled to her seat behind the whites-only section. If no seats were available for blacks to move back to as additional white passengers boarded the bus, then they were not required to give up their seats. That was the official policy. But in actual practice, whenever a white person needed a seat, the driver would order blacks to get up and move to the back of the bus, even when they had to stand in the aisle.

What is the central idea of the excerpt?

-The segregation laws could be unfair to both Black and White bus riders.
-Bus drivers followed the segregation laws even when they were not fair.
-Black riders could be ordered to move even though it was against the law.
-The laws said Black people did not have to give their seats to white people.

What are key details in an informational text?

the most important ideas in the text
information that tells when things are happening
ideas that the author most wants readers to know
pieces of information that directly support the central idea

STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.


What is the main idea of the last paragraph?
A- Early matches were dangerous and awkward.
B- John Walker made the first match.
C - Phosphorus was the key to the modern match.
D - Walker's match was better than what came before.

STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

(There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.)

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

Which line from the parentheses paragraph shows the value of the match?

A. but there was a time when men did not know how to kindle fire

B. it was a long, long time before they learned how to kindle one easily

C. There never was a time when the world was without fire

D. In these days we can kindle a fire without any trouble, because we can easily get a match

What is the central idea of an informational text?

the most important idea in the text
the examples the author uses
the way the author feels about the topic
the reason the author wrote the text

What is historical context?
A. Stories that talk about history.
B. Novels that are important for history.
C. Historical fiction
D. The political, social, cultural, and economic conditions that produce a specific event or idea.

Chris finds the poacher’s cabin and the snakes.



--

Chris learns that God never makes mistakes.



--

The plane crashes and Chris cannot find Tim.



--

Tim reveals that Tom Crockett is the quisling.



--

Chris meets Tim.



--

Tim gains Chris’s trust.



--CHOICES--

-introduction

-inciting incident

-denouement

-falling action

-rising action

-crisis

ill be giving brainliest

What is the first step in determining the central idea of an informational text?

identifying who or what the author is writing about
identifying the way the author feels about the topic
stating the information about the topic clearly in one sentence
finding the most important information about the topic in the text

As the title of the discussion suggests, this part of the capstone is completely dedicated to providing a TECHNICAL analysis of the song.
Do a search for "literary devices" and see what you find, but you are looking for things like rhyme scheme, internal rhyme, external rhyme, personification, metaphor, simile, etc
Your technical analysis must comment on every line of the song and must discuss 5 Literary Devices
The song the bigger picture or tupac changes make sure you do the whole song and every line that makes senes has a Literary Devices with a expiation

The first step in her downward course was in her ceasing to instruct me. She now commenced to practice her husband's precepts. She finally became even more violent in her opposition than her husband himself. She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman; and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatible with each other

Based on this passage, and what you know of Douglass's viewpoint, what message does Douglas want to convey?
it says to write a small paragraph

Qns 1. I might _____ for lunch at your house this week
1. drop in
2. drop off
3. drop out
4. drop
Qns 2. "_______ of you is responsible for this mess?" Mr Lim asked his children
1. Who
2. Which
3. Whom
4. Whose
Qns 3. _______ Jason liked eating pomegranates, he did not enjoy the hefty price tag of buying these fruits
1. As
2. Despite
3. Much as
4. Other than

Informational texts uses what type of organization?

A. Intro paragraph, body paragraphs, conclusion paragraph

B. Intro paragraph and body paragraphs

C. Intro paragraph and conclusion paragraph

D. Body paragraphs only


help please last question!!

Author's’ word choice depends on all of the following EXCEPT:
A. content
B. audience
C. context
D. ideas

I. Write a cinquain of your own.
Remember to select adjectives that describe sight, sound, taste, smell and touch. These will help develop a stronger picture of what you are describing.

Topic - noun
Two adjectives
Three verbs that tell what the noun in the first line does
Phrase of four words
Repeat Topic - using a synonym or similar word for the noun

Type the text of your Cinquain in the space below.


II. Write a shaped poem.

Using your own initial, either first or last, write a short shaped poem. Use as many words as you can that begin with your initial. Write your poem and decorate it as imaginatively as possible. Save it to put in your poetry book.

Create your own pen picture.

Pick a familiar subject and type a pen picture of your own. A pen picture is a very short, three-lined poem. Each line is a metaphor or description of the subject of the poem. The lesson titled "Poetic Forms (1)" has models to look at if you need them. Remember, poetry paints ideas using words. Share your pen picture with a friend.

how to write an article

Write three nouns. Try and make up three words for each noun by making a rhyming word. Example: butterfly: tutterfly, wutterfly, shafutterfly

III. Type a short, funny story using invented words for as many things as you can.

Pretend you are in a world that has animals, birds, trees, useful tools, and people that have never been seen before. You are to invent names for all of them.

Type a short, funny story using invented words for as many things as you can.

Pretend you are in a world that has animals, birds, trees, useful tools, and people that have never been seen before. You are to invent names for all of them.