Astudent wants to use evidence from “the treasure of lemon brown” to show that greg and his father have different ideas about what is important at the beginning of the story. which story excerpt would provide the best support for this idea? a. i had to leave school when i was thirteen,” his father had said, “that’s a year younger than you are now. if i’d had half the chances you have, i’d . .” b.“and you want to play basketball? ” his father’s brows knitted over deep brown eyes. “that must be some kind of a joke. now you just get into your room and hit those books.” c. from this spot he could see the blinking neon sign over the bodega on the corner. he sat a while, watching the sign blink first green then red, allowing his mind to drift to the scorpions, then to his father d. his father had been a postal worker for all greg’s life, and was proud of it, often telling greg how hard he had worked to pass the test.

While looking at ads on a professional job site, justin saw this job posting: "the employee should have a degree in human behavior and at least 5 years experience in behavioral modifications. we are also looking for an employee who is good at crisis divergence. typically employees will spend a lot of time supporting others."

In the myth of demeter persephone and hades what happens when demeter learns that her daughter has been kidnapped

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?