Directions Highlight 1 sentence that is the main point of each paragraph. Use metacognitive markers to
annotate the text (*.!?) Add a bullet point for each marker. Answer questions 1-4 in complete sentences.
How Does The Mold Manifest In Our Lives?
1. Throughout my childhood, I was pressured into believing that I needed to have my life's direction figured
out by the time I was 18 and ready to enter college

Someone answer this asap for an office manger uses the function s(x) to determine the number of shirts the company can make when the employees work for a total of x hours. when the employees have worked for a total of 300 hours, they produces 500 shirts. which equation correctly represents the company’s production of shirts? a. s(300) = 500 b. s(300) = 800 c. s(500) = 300 d. s(500) = 800

The literature of nineteenth-century realism depicted everyday life in a realistic way. which statements show that leo tolstoy’s the death of ivan ilyich is a realist text? the description of human struggles in the form of ivan ilyich’s suffering the faithfulness of relationships that ivan ilyich experiences toward the end of his life the romantic tension that occurs between ivan ilyich and his wife the difference between superficial and authentic living the plot ending with a surprising turn of events

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?