15 brooke: mr. torres, i have an idea. we just completed a unit about green plants
and photosynthesis, so perhaps our class could volunteer to create the garden for
some hands-on learning.
14 marty: brooke, that's a fantastic idea. i would gladly donate a day for an outdoor
excursion. (with a snicker) it sounds better than algebra!
15 mr. torres: well-(hesitating) i suppose some real-world experience with plants
and sunlight would be very informational-and fun! we'll have to take a vote to
ensure that everyone supports the idea. all those in
16 (the students all raise their hands and begin to cheer.)
17 students: yeah!
the resolution of this passage comes when the students all raise their hands. they do this because
a)
they disagree with brooke's idea.
they have questions for mr. torres.
they want to plant the school garden
d)
they are excited about cleaning up the field.

Delighted, the spectators cheered for the acrobat. identify the word in bold. verb infinitive participle past participle

Read the rough draft of a student's conclusion to anargumentative editorial.(1) year-round schooling would student achievement.(2) not so much information would have to be crammed intonine months. (3) furthermore, the elimination of long breaks,particularly summer break, would significantly reduce"learning loss" and the additional time wasted at thebeginning of each academic year to reteach previouslylearned material. (4) it is clear that year-round schooling students learn and retain more. (5) the united staleis not the only country to experiment with a year-roundschool schedule. (6) although many still claim that evidenceabout year-round school and its link to higher achievement isinconclusive, these people need to open their eyes and seethat students in these schools consistently score higher oncertain assessments than students who attend schools withtraditional nine-month calendars. (7) it is about time that wereplaced our outdated and inefficient school calendars.which best revises sentence 6 to create a more appropriate and respectful tone

()activityconstruct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument.my analysis juliet shows maturity by putting their needs before hers. after juliet has arranged her 'death' with friar lawrence, she is an emotionally awoken woman who will do anything to be with the one she loves. "and i will do it without fear or doubt, to live an unstained wife to my sweet love". juliet faces her fears and trusts in god and friar lawrence. she is forced to use trickery in order to stay true to dear romeo. this showed remarkable courage. before she takes the potion she uses a soliloquy that confronts all her fears. she speaks in blank verse showing the seriousness of the situation. when juliet awakes to see a lifeless romeo lying beside her, juliet's maturity and loyalty takes over and she takes the decision to choose eternity over the present. the quotation "then i'll be brief. o happy dagger! this is my sheath; there rust, and let me die." shows the quickness and determination of juliet's death. during the period of a few days juliet matures into a committed and reliable woman and wife, capable of taking decisions without the of others. shakespeare shows this by clearly stating the different stages that happen and by making everything occur in a short period of time.part cwrite a 300-word essay arguing the thesis of your analysis.