Place the events of Act III in the correct order, 1-10

1. Hamlet has the chance to kill Claudius, but hesistates because Claudius is praying

2. The Ghost returns

3. Claudius confesses his murder to the audience

4. Polonius and Claudius spy on Hamlet and Ophelia

5. Hamlet tells Ophelia to get to the nunnery

6. Hamlet tells Gertrude he must go to England

7. Hamlet stabs Polonius

8. Hamlet gives his "to be or not to be" speech

9. Claudius runs from the room shouting "Give me some light!"

10. They watch the play

Will give brainliest answer to whoever can answer it

How does the allusion to icarus support the author’s tone ? a)it makes it clear that earhart,like icarus ,fell to her death .b)it emphasizes earhart’s failure in spite of her ambition.c)it stresses that the author views earhart’s fate as a mystery.d)it shows that the author sees earhart as a kind of legend can someone

How does the imagery used to describe the picture contrast with the imagery used to describe the news?

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?