Category: Writing

Take a few minutes to explore the food pyramid and the MyPlate model.
Based on these two models, you will create a five-day meal plan that includes specific foods for each meal: breakfast, lunch, dinner, and a snack for five days:
Each meal should adhere to the basic guidelines of the food pyramid/MyPlate model.
Include food measurements (cup, tablespoon, ounce, etc.) for each item on your plan.
Include an overall macronutrient count for each day (total fat, total calories, total protein, total carbohydrates).
Include nutrition facts from any food labels of foods that are included in your meal plan—photos of food labels work well.
You can choose whatever format you feel is best for setting up and recording your meal plan; there are a variety of templates online if you need some assistance with brainstorming.
After you complete your five-day meal plan, please answer the following reflection questions and submit them with your meal plan.
Reflection:
What did you find challenging about creating a meal plan? What did you find easy? Describe and explain.
Is this a meal plan that you feel like you could realistically stick to and use regularly? Why or why not? Explain.
Discuss the food labels on foods that you used. Were they helpful in your meal planning? Did they confuse you or make it more difficult/easier to plan meals? Do you think that these foods were nutritious? Explain.

You make a visit to a school classroom to complete an observation required for a course you are taking. You observe a small group of students reading with the teacher. You make these notes in your journal:
?      Children have a beginning, middle, and end to their stories.
?      The children refer to the word wall to spell high frequency words.
?      The children make good predictions.
?      A child wrote more than 5 sentences in a composition.
At the end, it would be best to say to the teacher:
which one is the correct?

RECURRENT POETIC FIGURES: FIVE WAYS OF LOOKING AT ROSES
One of poetry’s charms is the way it encourages us to look at something from a new perspective. Wallace Stevens’s poem “Thirteen Ways of Looking at a Blackbird” does just that: he places the image of a blackbird in each of thirteen numbered stanzas. We may initially scrutinize the blackbird — what does it mean? — but we will probably come around to the idea that the poem is not about the blackbird: it is about the looking.
Roses have been a favored image in poetry for many centuries. They are beautiful; they are associated with a tribute of love; their beauty is ephemeral; they have thorns on their stems that make them difficult to grab; they require special care and knowledge to reach their perfect bloom, and so forth. Dandelions have not received the same poetic attention. Maybe the American experimental writer Gertrude Stein was just tired of reading about roses when she famously (and cryptically) wrote, “A rose is a rose is a rose is a rose.” Read the following five short poems to consider how much can be done with roses.
Robert Burns (1759-1796)
A Red, Red Rose
1799
O my luve’s like a red, red rose
That’s newly sprung in June;
O my luve’s like the melodie
That’s sweetly played in tune.
As fair art thou, my bonny lass,
So deep in luve am I;
And I will luve thee still my dear,
Till a’ the seas gang1 dry —
Till a’ the seas gang dry, my dear,
And the rocks melt wi’ the sun:
O I will luve thee still, my dear,
While the sands o’ life shall run.
And fare thee weel, my only luve,
And fare thee weel awhile!
And I will come again, my luve,
Though it were a thousand mile.
Edmund Waller (1606-1687)
Go, Lovely Rose
1645
Go, lovely rose,
Tell her that wastes her time and me
That now she knows,
When I resemble1 her to thee,
How sweet and fair she seems to be,
Tell her that’s young
And shuns to have her graces spied,
That hadst thou sprung
In deserts where no men abide,
Thou must have uncommended died.
Small is the worth
Of beauty from the light retired:
Bid her come forth,
Suffer herself to be desired,
And not blush so to be admired.
Then die, that she
The common fate of all things rare
May read in thee,
How small a part of time they share
That are so wondrous sweet and fair.
The Sick Rose
1794
O Rose, thou art sick;
The invisible worm
That flies in the night,
In the howling storm,
Hath found out thy bed
Of crimson joy,
And her dark secret love
Does thy life destroy.
One Perfect Rose
1926
A single flow’r he sent me, since we met.
All tenderly his messenger he chose;
Deep-hearted, pure, with scented dew still wet—
One perfect rose.
I knew the language of the floweret;
“My fragile leaves,” it said, “his heart enclose.”
Love long has taken for his amulet
One perfect rose.
Why is it no one ever sent me yet
One perfect limousine, do you suppose?
Ah no, it’s always just my luck to get
One perfect rose.
H. D. (Hilda Doolittle) (1886-1961)
Sea Rose
1916
Rose, harsh rose,
marred and with stint of petals,
meagre flower, thin,
sparse of leaf,
more precious
than a wet rose
single on a stem—
you are caught in the drift.
Stunted, with small leaf,
you are flung on the sand,
you are lifted
in the crisp sand
that drives in the wind.
Can the spice-rose
drip such acrid fragrance
hardened in a leaf?
After reading all the texts above…
Which treatment of roses is the most conventional and which one is the most surprising? What factors explain your choices?
What precise emotion is expressed in each poem?  How do you know?  Which words are clues to these emotions?
Is there a meaningful difference between poems in which the rose is the subject and poems in which it is a tool for comparison? How would you express that difference?

4. What is Elroy Berdahl’s role in this story? Write a short character sketch of Elroy, including his physical, mental and social characteristics. How does O’Brien liken him to God? How might such a presence ultimately affect O’Brien? (3)

Research your top resources at Webster University.  a document that lists the names of people and/or URL of organizations and offices that will be helpful for you in your academic success at Webster, contact info, and brief description of how they can help you. You should list 5 entries for full credit.

BOTH main characters in Amy Tan’s short story “The Rules of the Game” are female, while the male characters are supporting characters used to push the female storyline along. BOTH Waverly and her mother are “alpha”, and exhibit masculine AKA “powerful” qualities. What does Tan show us about feminine power in this story? How do both Waverly and her mom gain power in the short story, use their power against each other, and ultimately, who ends up “winning” at the end?
https://jg019.k12.sd.us/eng1/Assignment%20Documents/Rules%20of%20the%20Game.pdf

Icarus and Daedalus
By: Josephine Preston Peabody from StudySync
Directions: As you read, use the column to the right of the text to paraphrase the text. Annotate for the following:
Highlight Literary Elements as they appear in each set of lines (setting, plot, characterization, conflict, point of view, theme and tone)
Highlight Figurative Language used to create mood in the text.
Use the guiding questions to show your understanding of the events as they unfold.
Introduction
In her lifetime, longtime Wellesley professor Josephine Preston Peabody wrote award-winning plays, books of poetry, and also a collection of retellings of Greek mythology. A project perhaps inspired by Nathaniel Hawthorne’s Greek Myths: A Wonder Book for Boys and Girls, Peabody’s Old Greek Folk Stories Told Anew added more poetically written tales to those available in the English vernacular, including the miniature tragedy of “Icarus and Daedalus.” Icarus and Daedalus, a father and son duo, explore the limits of human ingenuity on their quest for freedom.
1
2
3
4
5
6
7
8
9
10
11
Among all those mortals who grew so wise that they learned the secrets of the gods, none was more cunning than Daedalus.
He once built, for King Minos of Crete, a wonderful Labyrinth of winding ways so cunningly tangled up and twisted around that, once inside, you could never find your way out again without a magic clue. But the king’s favor veered with the wind, and one day he had his master architect imprisoned in a tower. Daedalus managed to escape from his cell; but it seemed impossible to leave the island, since every ship that came or went was well guarded by order of the king.
At length, watching the sea-gulls in the air, the only creatures that were sure of liberty, he thought of a plan for himself and his young son Icarus, who was captive with him.
Little by little, he gathered a store of feathers great and small. He fastened these together with thread, moulded them in with wax, and so fashioned two great wings like those of a bird. When they were done, Daedalus fitted them to his own shoulders, and after one or two efforts, he found that by waving his arms he could winnow the air and cleave it, as a swimmer does the sea. He held himself aloft, wavered this way and that with the wind, and at last, like a great fledgling, he learned to fly.
Without delay, he fell to work on a pair of wings for the boy Icarus, and taught him carefully how to use them, bidding him beware of rash adventures among the stars. “Remember,” said the father, “never to fly very low or very high, for the fogs about the earth would weigh you down, but the blaze of the sun will surely melt your feathers apart if you go too near.”
For Icarus, these cautions went in at one ear and out by the other. Who could remember to be careful when he was to fly for the first time? Are birds careful? Not they! And not an idea remained in the boy’s head but the one joy of escape.
The day came, and the fair wind that was to set them free. The father bird put on his wings, and, while the light urged them to be gone, he waited to see that all was well with Icarus, for the two could not fly hand in hand. Up they rose, the boy after his father. The hateful ground of Crete sank beneath them; and the country folk, who caught a glimpse of them when they were high above the tree-tops, took it for a vision of the gods, Apollo, perhaps, with Cupid after him.
At first there was a terror in the joy. The wide vacancy of the air dazed them; a glance downward made their brains reel. But when a great wind filled their wings, and Icarus felt himself sustained, like a halcyon-bird in the hollow of a wave, like a child uplifted by his mother, he forgot everything in the world but joy. He forgot Crete and the other islands that he had passed over: he saw but vaguely that winged thing in the distance before him that was his father Daedalus. He longed for one draught of flight to quench the thirst of his captivity: he stretched out his arms to the sky and made towards the highest heavens.
Alas for him! Warmer and warmer grew the air. Those arms, that had seemed to uphold him, relaxed. His wings wavered, drooped. He fluttered his young hands vainly; he was falling; and in that terror he remembered. The heat of the sun had melted the wax from his wings; the feathers were falling, one by one, like snowflakes; and there was none to help.
He fell like a leaf tossed down the wind, down, down, with one cry that overtook Daedalus far away. When he returned, and sought high and low for the poor boy, he saw nothing but the bird-like feathers afloat on the water, and he knew that Icarus was drowned.
The nearest island he named Icaria, in memory of the child; but he, in heavy grief, went to the temple of Apollo in Sicily, and there hung up his wings as an offering. Never again did he attempt to fly.
Text Dependent Questions:
How is the setting used to emphasize the problem Daedalus is experiencing?
What solution does Daedalus come up with?
What warning does Daedalus give to Icarus?
What ultimately happens to Icarus during the attempt to escape Crete and how do the country folk react?
How does Daedalus react to his son’s fall?
Benchmark Aligned Questions
Directions: Use your annotations from “Icarus and Daedalus” to answer the prompts in the chart below to help focus your thinking.
Paragraphs 1-4
R.1.1 –

The Boy and the Bayonet
By Paul Laurence Dunbar
Part I (Lesson 4)
It was June, and nearing the closing time of school. The air was full of the sound of bustle and preparation for the final exercises, field day, and drills. Drills especially, for nothing so gladdens the heart of the Washington mother, be she black or white, as seeing her boy in the blue cadet’s uniform, marching proudly to the huzzas of an admiring crowd. Then she forgets the many nights when he has come in tired out and dusty from his practice drill, and feels only the pride and elation of the result.
Although Tom did all he could outside of study hours, there were many days of hard work for Hannah Davis, when her son went into the High School. But she took it upon herself gladly, since it gave Bud the chance to learn, that she wanted him to have. When, however, he entered the Cadet Corps it seemed to her as if the first steps toward the fulfilment of all her hopes had been made. It was a hard pull to her, getting the uniform, but Bud himself helped manfully, and when his mother saw him rigged out in all his regimentals, she felt that she had not toiled in vain. And in fact it was worth all the trouble and expense just to see the joy and pride of “little sister,” who adored Bud.
As the time for the competitive drill drew near there was an air of suppressed excitement about the little house on “D” Street, where the three lived. All day long “little sister,” who was never very well and did not go to school, sat and looked out of the window on the uninteresting prospect of a dusty thoroughfare lined on either side with dull red brick houses, all of the same ugly pattern, interspersed with older, uglier, and viler frame shanties. In the evening Hannah hurried home to get supper against the time when Bud should return, hungry and tired from his drilling, and the chore work which followed hard upon its heels.
Things were all cheerful, however, for as they applied themselves to the supper, the boy, with glowing face, would tell just how his company “A” was getting on, and what they were going to do to companies “B” and “C.” It was not boasting so much as the expression of a confidence, founded upon the hard work he was doing, and Hannah and the “little sister” shared that with him.
The child often, listening to her brother, would clap her hands or cry, “Oh, Bud, you’re just splendid an’ I know you’ll beat ’em.”
“If hard work’ll beat ’em, we’ve got ’em beat,” Bud would reply, and Hannah, to add an admonitory check to her own confidence, would break in with, “Now, don’t you be too sho’; dey ain’t been no man so good dat dey wasn’t somebody bettah.” But all the while her face and manner were disputing what her words expressed.
The great day came, and it was a wonderful crowd of people that packed the great baseball grounds to overflowing. It seemed that all of Washington’s colored population was out, when there were really only about one-tenth of them there. It was an enthusiastic, banner-waving, shouting, hallooing crowd. Its component parts were strictly and frankly partisan, and so separated themselves into sections differentiated by the colors of the flags they carried and the ribbons they wore. Side yelled defiance at side, and party bantered party. Here the blue and white of company “A” flaunted audaciously on the breeze beside the very seats over which the crimson and gray of “B” were flying and they in their turn nodded defiance over the imaginary barrier between themselves and “C’s” black and yellow.
The band was thundering out Sousa’s “High School Cadet’s March,” the school officials, the judges, and reporters, and some with less purpose were bustling about discussing and conferring. Altogether doing nothing much with beautiful unanimity. All was noise, hurry, gaiety, and turbulence.
In the midst of it all, with blue and white rosettes pinned on their breasts, sat two spectators, tense and silent, while the breakers of movement and sound struck and broke around them. It seemed too much to Hannah and “little sister” for them to laugh and shout. Bud was with company “A,” and so the whole program was more like a religious ceremonial to them. The blare of the brass to them might have been the trumpet call to battle in old Judea, and the far-thrown tones of the megaphone the voice of a prophet proclaiming from the hill-top.
Hannah’s face glowed with expectation, and “little sister” sat very still and held her mother’s hand save when amid a burst of cheers company “A” swept into the parade ground at a quick step, then she sprang up, crying shrilly, “There’s Bud! there’s Bud! I see him!” and then settled back into her seat overcome with embarrassment. The mother’s eyes danced as soon as the sister’s had singled out their dear one from the midst of the blue-coated boys, and itwas an effort for her to keep from following her little daughter’s example even to echoing her words.
Company “A” came swinging down the field toward the judges in a manner that called for more enthusiastic huzzas that carried even the Freshmen of other commands “off their feet.” They were, indeed, a set of fine-looking young fellows, brisk, straight, and soldierly in bearing. Their captain was proud of them, and his very step showed it. He was like a skilled operator pressing the key of some great mechanism, and at his command they moved like clockwork. Seen from the side it was as if they were all bound together by inflexible iron bars, and as the end man moved all must move with him.
Part II (Lesson 5)
The crowd was full of exclamations of praise and admiration, but a tense quiet enveloped them as company “A” came from columns of four into line for volley firing. This was a real test; it meant not only grace and precision of movement, singleness of attention and steadiness, but quickness tempered by self-control. At the command the volley rang forth like a single shot. This was again the signal for wild cheering and the blue and white streamers kissed the sunlight with swift impulsive kisses. Hannah and “little sister” drew closer together and pressed hands.
The “A” adherents, however, were considerably cooled when the next volley came out, badly scattering, with one shot entirely apart and before the rest. Bud’s mother did not entirely understand the sudden quieting of the adherents; they felt vaguely thatall was not as it should be, and the chill of fear laid hold upon their hearts. What if Bud’s company (it was always Bud’s company to them), what if his company should lose. But, of course, that couldn’t be. Bud himself had said that they would win. Suppose, though, they didn’t; and with these thoughts they were miserable until the cheering again told them that the company had redeemed itself.
Someone behind Hannah said, “They are doing splendidly, they’ll win, they’ll win yet in spite of the second volley.”
Company “A,” in columns of four, had executed the right oblique in double time, and halted amid cheers; then formed left front into line without halting. The next movement was one looked forward to with much anxiety on account of its difficulty. The order was marching by fours to fix or unfix bayonets. They were going at a quick step, but the boys’ hands were steady—hope was bright in their hearts. They were doing it rapidly and freely, when suddenly from the ranks there was the bright gleam of steel lower down than it should have been. A gasp broke from the breasts of company “A’s” friends. The blue and white dropped disconsolately, while a few heartless ones who wore other colors attempted to hiss. Someone had dropped his bayonet. But with muscles unquivering, without a turned head, the company moved on as if nothing had happened, while one of the judges, an army officer, stepped into the wake of the boys and picked up the fallen steel.
No two eyes had seen half so quickly as Hannah and “little sister’s”who the blunderer was. In the whole drill there had been but one figure for them, and that was Bud,—Bud, and it was he who had dropped his bayonet. Anxious, nervous with the desire to please them, perhaps with a shade too much of thought of them looking on with their hearts in their eyes, he had fumbled, and lost all he was striving for. His head went round and round and all seemed black before him.
He executed the movements in a dazed way. The applause, generous and sympathetic, as his company left the parade ground, came to him from afar off, and like a wounded animal he crept away from his comrades, not because their reproaches stung him, for he did not hear them, but because he wanted to think what his mother and “little sister” would say, but his misery was as nothing to that of the two who sat up there amid the ranks of the blue and white, holding each other’s hands with a despairing grip. To Bud all of the rest of the contest was a horrid nightmare; he hardly knew when the three companies were marchedback to receive the judges’ decision. The applause that greeted company “B” when the blue ribbons were pinned on the members’ coats meant nothing to his ears. He had disgraced himself and his company. What would his mother and his “little sister” say?
To Hannah and “little sister,” as to Bud, all of the remainder of the drill was a misery. The one interest they had had in it failed, and not even the dropping of his gun by one of company “E” when on the march, halting in line, could raise their spirits. Thelittle girl tried to be brave, but when it was all over she was glad to hurry out before the crowd got started and to hasten away home. Once there and her tears flowed freely; she hid her face in her mother’s dress, and sobbed as if her heart would break.
“Don’t cry, Baby! don’t cry, Lammie, dis ain’t da las’ time da wah goin’ to be a drill. Bud’ll have a chance anotha time and den he’ll show ’em somethin’; bless you, I spec’ he’ll be a captain.” But this consolation of philosophy was nothing to “little sister.” It was so terrible to her, this failure of Bud’s. She couldn’t blame him, she couldn’t blame anyone else, and she had not yet learned to lay all such unfathomed catastrophes at the door of fate. What to her was the thought of another day; what did it matter to her whether he was a captain or a private? She didn’t even know the meaning of the words, but “little sister,” from the time she knew Bud was a private, thought that was much better than being a captain or any other of those things with a long name, so that settled it.
Her mother finally set about getting the supper, while “little sister” drooped disconsolately in her own little splint-bottomed chair. She sat there weeping silently until she heard the sound of Bud’s step, then sprang up and ran away to hide. She didn’t dare to face him with tears in her eyes. Bud came in without a word and sat down in the dark front room.
“Dat you, Bud?” asked his mother.
“Yassum.”
“Bettah come now, supper’s puty ‘nigh ready.”
“I don’t want no supper.”
“You bettah come on, Bud, I reckon you’s mighty tired.”He did not reply, but just then a pair of thin arms were put around his neck and a soft cheek was placed close to his own.
“Come on, Buddie,” whispered “little sister,” “Mammy an’ me know you didn’t mean to do it, an’ we don’t keer.”
Bud threw his arms around his little sister and held her tightly.
“It’s only you an’ ma I care about,” he said, “though I am sorry I spoiled the company’s drill; they say “B” would have won anyway on account of our bad firing, but Idid want you and ma to be proud.”
“We is proud,” she whispered, “we’s mos’ prouder dan if you’d won,” and pretty soon she led him by the hand to supper.
Hannah did all she could to cheer the boy and to encourage him to hope for next year, but he had little to say in reply, and went to bed early.
Part III (Assessment)
In the morning, though it neared school time, Bud lingered around and seemed in no disposition to get ready to go.
“Bettah git ready fer school,” said Hannah cheerily.
“I don’t believe I want to go any more,” Bud replied.
“Not go any more? Why, ain’t you ‘shamed to talk that way! O’ cose you goin’ to school.”
“I’m ashamed to show my face to the boys.”
“What you say about de boys? De boys ain’t a-goin’ to give you an edgication when you need it.”
“Oh, I don’t want to go, ma; you don’t know how I feel.”
“I’m kinder sorry I let you go into dat company,” said Hannah musingly, “’cause it was de teachin’ I wanted you to git, not the prancin’ and steppin’; but I did t’ink it would make mo’ of a man of you, an’ it ain’t. Yo’ pappy was a po’ man, ha’d wo’kin’, an’ he wasn’t high-toned neither, but from the time I first see him to the day of his death, I nevah seen him back down because he was afeared of anything,” and Hannah turned to her work.
“Little sister” went up and slipped her hand in his. “You ain’t a-goin to back down, is you, Buddie?” she said.
“No,” said Bud stoutly, as he braced his shoulders, “I’m a-goin’.
“But no persuasion could make him wear his uniform.
The boys were a little cold to him, and some were brutal. But most of them recognized the fact that what had happened to Tom Harris might have happened to any one of them. Besides, since the percentage had been shown, it was found that “B” had outpointed them in many ways, and so their loss was not due to the one grave error.
Bud’s heart sank when he dropped into his seat in the Assembly Hall to find seated on the platform one of the blue-coated officers who had acted as judge the day before. After the opening exercises were over he was called upon to address the school. He spoke readily and pleasantly, laying especial stress upon the value of discipline; toward the end of his address he said “I suppose company ‘A’ is heaping accusations upon the head of the young man who dropped his bayonet yesterday.” Tom could have died. “It was most regrettable,” the officer continued, “but to me the most significant thing at the drill was the conduct of that cadet afterward. I saw the whole proceeding; I saw that he did not pause for an instant, that he did not even turn his head, and it appeared to me as one of the finest bits of self-control I had ever seen in any youth; had he forgotten himself for a moment and stopped, however quickly, to secure the weapon, the next line would have been interfered with and your whole movement thrown into confusion.” There were a half hundred eyes glancing furtively at Bud, and the light began to dawn in his face. “This boy has shown what discipline means, and I for one want to shake hands with him, if he is here.”
When he had concluded the Principal called Bud forward, and the boys, even his detractors, cheered as the officer took his hand.
“Why are you not in uniform, sir?” he asked.
“I was ashamed to wear it after yesterday,” was the reply.
“Don’t be ashamed to wear your uniform,” the officer said to him, and Bud could have fallen on his knees and thanked him.
There were no more jeers from his comrades, and when he related it all at home that evening there were two more happy hearts in that South Washington cottage.
“I told you we was more prouder dan if you’d won,” said “little sister.”
“An’ what did I tell you ’bout backin’ out?” asked his mother.
Bud was too happy and too busy to answer; he was brushing his uniform.
1110L
Source: Dunbar, Paul Laurence. “The Boy and the Bayonet.” The Upward Path. Ed. Myron T. Pritchard and Mary White Covington. Harcourt, Brace, and Howe, 1920. Project Gutenberg. Web. Public domain.
1. What is Bud’s reaction when he sees the judge from the competition?
A. He is excited.
B. He does not react.
C. He is embarrassed.
D. He does not recognize him.
2. Read the passage below.
Bud’s heart sank when he dropped into his seat in the Assembly Hall to find seated on the platform one of the blue-coated officers who had acted as judge the day before. After the opening exercises were over he was called upon to address the school.
Select the phrase in the passage that best conveys Bud’s reaction when he sees the judge from the competition.
A. Bud’s heart sank.
B. One of the blue-coated officers.
C. Acted as judge.
D. The opening exercises were over.
3. How does the setting of the school assembly develop the plot?
A. By providing an opportunity for Bud’s schoolmates to confront Bud.
B. By allowing Bud to hide in the large crowd that gathers for the officer.
C. By bringing Bud’s schoolmates together to listen to the captain’s message.
D. By showing why the officer is unable to change the minds of Bud’s schoolmates.
4. How does the speech given by the captain at the assembly develop the plot?
A. By showing why Bud is likely to leave school.
B. By explaining why Bud disagrees so strongly with his family.
C. By convincing Bud and the others that he performed with courage.
D. By encouraging Bud and his classmates to take a new approach in practice.
5.  Reread the following excerpt, and answer the question below.
“I’m ashamed to show my face to the boys.”
“What you say about de boys? De boys ain’t a-goin’ to give you an edgication when you need it.”
How does the author use this exchange to develop and contrast Bud’s and Hannah’s points of view about Bud going back to school?
A. By showing that Bud doesn’t think the school will teach him, while Hannah thinks it will.
B. By showing that Bud is worried about his schoolmates, while Hannah is focused on what he learns.
C. By showing that Hannah doesn’t think his schoolmates will notice Bud, while Bud is afraid they will.
D. By showing that Hannah thinks Bud’s schoolmates will waste his time, while Bud is worried about his grades.
6. Read the following excerpt, and answer the question below.
The boys were a little cold to him, and some were brutal. But most of them recognized the fact that what had happened to Tom Harris might have happened to any one of them. Besides, since the percentage had been shown, it was found that “B” had outpointed them in many ways, and so their loss was not due to the one grave error.
How does the author use the paragraph to develop a point of view about Bud’s mistake?
A. To explain why the boys were so angry with Bud
B. To convey how the boys planned to surprise Bud.
C. To show many boys were sympathetic Bud’s mistake
D. To demonstrate that the boys barely noticed Bud’s mistake.
7. Which of the following phrases best describes the effect that the officer’s speech has on Bud’s point of view about the bayonet incident?
A. “Tom could have died.”
B. “It was most regrettable,”
C. “Light began to dawn on his face.”
D. “Why are you not in uniform, sir?”
8. Read the following excerpt from the ending of the story:
There were no more jeers from his comrades, and when he related it all at home that evening there were two more happy hearts in that South Washington cottage.
“I told you we was more prouder dan if you’d won,” said “little sister.”
“An’ what did I tell you ’bout backin’ out?” asked his mother.
Bud was too happy and too busy to answer; he was brushing his uniform.
How does the author use the dialogue and description at the end of the story to develop the three characters’ points of view?
A. By showing why Bud is reluctant to agree with his family about school.
B. By showing how they all came to agreement about Bud continuing school.
C. By showing how Hannah and “little sister” are surprised about Bud’s reaction.
D. By showing how Hannah and “little sister” are disappointed with Bud’s decision.
9. Read the following sentence, and answer the question below.
“When he had concluded the Principal called Bud forward, and the boys, even his detractors, cheered as the officer took his hand.”
What is the meaning of detractors as it is used in this sentence?
A. Critics.
B. Elders.
C. Friends.
D. Strangers.

MacBeth Crossword Dust in Hill Across Down Person that kills MacBeth. The boss of the witches, also known as the devil. UIN The power ing emotion that drives MacBeth to Banquo’s son. commit murder. How Lady Macbeth dies, Number of acts in Shalespeare’s tragedies. MacBeth’s only title before the Thane of Cawdor . Duncan looks to much like Lady MacBeth’s Lady Macbeth washes invisible. from her for her to kill him.. hands. 1 1 MacBeth cannot be killed by any man of 10 Iambic Pentameter is often called Blank woman . 14 Duncan’s younger son. 12 Malcolm flees to here after Duncan’s murder. 16 Country ruled by Duncan. 13 MacBeth is by MacDuff. 18 Monarchs ruled by Divine in the 15 Synonym for peers, status of Macduff. Elizabethan era. 7 Position of power between King and Thane. 19 The woods that must come to MacBeth before he can be 20 Signal for MacBeth to go to Duncan’s room to killed. commit murder. 22 First three characters to appear in MacBeth. 21 “When all the ‘s done, When the 24 MacBeth feels_ after killing Duncan battle’s lost and won”- Witches 26 Act containing the climax of MacBeth. 23 MacBeth Duncan. 28 Person with MacBeth when the witches first speak to 24 People MacBeth killed becasue he “couldn’t hold him. back his emotions MacBeth sees Banquo’s at his party. The witches are told by the devil to MacBeth. 29 Name of MacBeth’s Castle. 30 MacBeth becomes Thane of after being Thane of Glames.

COMMONLIT Text-Dependent Questions Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: Which TWO of the following statements best describe the central Ideas of the text?
A. Napoleon is a universally praised and important figure in Western history.
B. Following the political turmoil and violence of the French Revolution, the last thing France needed was a new dictator.
C. While Napoleon as a subject is controversial, most agree that his code represents the height of his legacy and achievements.
D. Though the invasion of Russia ended his career, Napoleon’s fatal mistake was the attempt to invade France’s long-time enemy, Great Britain.
E. Despite his failed attempts in battle and conquest, Napoleon is nevertheless generally considered a military genius, one with a ruthless drive to build an empire.
F. Napoleon created greater harmony in Europe by forcing his enemies to unite against him, bringing on an age of prosperity and peace.
2. PART B: Which TWO of the following quotes best support the answer to Part A?
A. “He was a military paragon, a natural-born warrior and a ruthless conqueror bent on controlling ever more nations and territory.” (Paragraph 2)
B. “Napoleon was 26 years old, and the way he answered his calling was by fighting what one biographer called a series of ‘unnecessary wars.’” (Paragraph 7)
C. “While fighting that war, in 1804, Napoleon climbed the ultimate political rung by prevailing on Pope Pius VII to coronate him the Emperor of France.” (Paragraph 12)
D. “His attempt to invade England, however, failed disastrously in the Battle of Trafalgar, where the British navy – without losing a single vessel – sank 22 of the 33 ships in the Franco-Spanish Armada.” (Paragraph 13)
E. “Thrilled by Napoleon’s defeat in Russia, the European nations, now thoroughly fed up with his wars and mayhem, formed an alliance of seven countries: Austria, Prussia, Russia, Britain, Portugal, Sweden and Spain.” (Paragraph 18)
F. Roberts also praised Napoleon’s “rational and efficient local administration, an end to rural banditry, the encouragement of science and the arts, the abolition of feudalism and the greatest codification of laws since the fall of the Roman Empire.” (Paragraph 24)
3. PART A: What does the word “paragon” as used in paragraph 2 most likely mean?
A. A poor example
B. A model of excellence
C. A failure
D. A reformer
4. PART B: Which of the following phrases best supports the answers to Part A?
A. “dominated Europe and changed its history” (Paragraph 1)
B. “a natural-born warrior and a ruthless conqueror” (Paragraph 2)
C. “a brilliant politician who changed seamlessly” (Paragraph 2)
D. “he was a cerebral author of liberal political reforms” (Paragraph 2)