Fill in the Blank Complete each sentence by filling in the blanks with the provided vocabulary.
concoctions
sparingly
vile
unbearably
delirious
vile
1. There was a
smell coming from the trash
2. Sammy was confused and
with a high feve
3. I like to mix different flavors of soda to make my own
feeble
4. I am running out of toothpaste so I need to use it

c is the final ! :

awnser:

jem is "moody and silent" after the pants incident. the new school year starts, and scout finds second grade just as boring as first. one day, she and jem are walking home together when jem reveals that when he found his pants that night, they were all folded up, and the tears had been crudely sewn up, as if someone knew that he would be coming back for them. he finds this highly eerie. then, they find a ball of twine in the radley oak tree knothole. again, they aren't sure if it is a gift for them or not, so they leave it for a few days. when it remains in the hole for a few days, they take it, and decide that anything left there is okay to take.

the thousand and one nights – or, as i prefer to call them in the following for purely practical reasons: the arabian nights – as we perceive them three hundred years after antoine galland’s epochal french adaptation bear a distinct arabic imprint. meanwhile, the commonly accepted model for their textual history acknowledges various stages in the conceptualization and effective formation of both the collection’s characteristic frame story and the embedded repertoire. the vast majority of tales in the preserved manuscripts of the nights has been integrated into the collection during two periods of arabic influence, the so-called baghdad and cairo periods (gerhardt 1963: 115–374). these “arabic” stages are preceded by an iranian version, probably dating to pre-islamic times, which in its turn profits from both structural devices and narrative contents originating from indian tradition. considering the eminent position that iran and iranian culture hold in the early stages of the textual history of the arabian nights, surprisingly few details are known concerning the collection’s relation to and its actual position within the iranian cultural context. in the following, i will discuss links between the arabian nights and iranian culture on several levels. in surveying these links, i will treat five major areas: (1) the iranian prototype of the nights; (2) tales of alleged persian origin; (3) persian characters within the tales; (4)persian translations of the arabian nights; and (5) the position of the arabian nights in modern iran

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs