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Alex777 [14]
2 years ago
10

What is the 'Stute Fish’s motivation?

English
1 answer:
jonny [76]2 years ago
7 0

Answer:

To teach the whale a life lesson.

Explanation:

The stute fish wanted the Whale to go after the man because he knew that the man was going to outsmart the whale, which would give the Stute fish a chance for survival.  

I hope this helps! If it's correct, please mark brainliest!

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Based on the character of Rosa, what can the reader infer regarding the author's unstated meaning? A) The author wants the reade
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The correct answer is A) the author wants the reader to admire Rosa’s selflessness.

<em>Based on the character of Rosa, the reader can infer of the author’s unstated meaning that the author wants the reader to admire Rosa’s selflessness. </em>

We are referring to an excerpt of <em>“Saving the Thrift Store: A Drama</em>”, written by Lee Washington.

In the excerpt, Rosa is having a dialogue with Louis and Eddie. Rosa says “It is a shame that I am the youngest in my family, since I’d be happy to pass my old clothes to kids who wanted them”. She listens to her friends and she adds “That thrift store had a great selection of inexpensive clothes. Postponing a reopening is bad for the families that rely on that store.”

When reading those excerpts, based on the character of Rosa, the reader can infer of the author’s unstated meaning that the author wants the reader to admire Rosa’s selflessness.

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2 years ago
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Which sentence best states the main idea of this passage from Roosevelt´s Four Freedoms speech?
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Answer:

Franklin D. Roosevelt, "Four Freedoms Speech: Annual Message to Congress ... Which sentence best states the main idea of this passage from Roosevelt's Four ... Obviously, as long as the British Navy retains its power, no such danger exists

Explanation:

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Cecily. You must not laugh at me, darling, but it had always been a girlish dream of mine to love some one whose name was Ernest
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The pun is related to the same pronunciation of the words <em>Ernest</em> and <em>earnest </em>which means<em> serious commited, dedicated </em>and etc. The pun is connected to the serious issue of choosing the right significant other, someone you can trust that is dedicated to you (<em>an earnest husband/wife</em>).<em> </em>

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How might the sanctity of something need reaffirmation
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Answer:

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In this task, you will prepare for the group discussion by reading the poems “The Road Not Taken” and “I’m Nobody! Who Are You?”
madam [21]

Answer:

The Grade 8 Core ELA Units take students through literary and nonfiction texts that explore

how individuals are affected by their choices, their relationships, and the world around them.

In Unit 1, Everyone Loves a Mystery, students will try to determine what attracts us to stories

of suspense. Unit 2, Past and Present, asks the Essential Question: What makes you, you?

Unit 3, No Risk, No Reward, asks students to consider why we take chances, while Unit 4,

Hear Me Out, asks students to consider the unit’s driving question—How do you choose the

right words?—by providing a range of texts that allow students to consider how a person’s

words can affect an audience. Next, Unit 5’s Trying Times asks students to think about who

they are in a crisis. Finally, students finish up the year with an examination of science fiction

and fantasy texts as they think about the question “What do other worlds teach us about our

own?” in Unit 6, Beyond Reality.

INTRODUCTION | GRADE 8

3 ELA Grade Level Overview | GRADE 8

Text Complexity

ELA Grade Level Overview

Grade 8

4 ELA Grade Level Overview | GRADE 8

UNIT 1: EVERYONE LOVES A MYSTERY

Unit Title: Everyone Loves a Mystery

Essential Question: What attracts us to the mysterious?

Genre Focus: Fiction

Overview

Hairs rising on the back of your neck? Lips curling up into a wince? Palms a little sweaty? These are tell-tale signs

that you are in the grips of suspense.

But what attracts us to mystery and suspense? We may have wondered what keeps us from closing the book or

changing the channel when confronted with something scary, or compels us to experience in stories the very things

we spend our lives trying to avoid. Why do we do it?

Those are the questions your students will explore in this Grade 8 unit.

Edgar Allan Poe. Shirley Jackson. Neil Gaiman. Masters of suspense stories are at work in this unit, with its focus on

fiction. And there’s more: Alfred Hitchcock, the “master of suspense” at the movies, shares tricks of the trade in a

personal essay, and students also have the chance to read about real-life suspense in an account by famed reporter

Nellie Bly. After reading classic thrillers and surprising mysteries within and across genres, your students will try

their own hands at crafting fiction, applying what they have learned about suspense to their own narrative writing

projects. Students will begin this unit as readers, brought to the edge of their seats by hair-raising tales, and they

will finish as writers, leading you and their peers through hair-raising stories of their own.

Text Complexity

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Explanation:

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