Lines 394–395: What does Fitzgerald foreshadow (hint at) in these lines Lines 452–473: What does Dexter think or dream about in these lines? Lines 519–521: What time period does Fitzgerald skip in these lines? Infer why he doesn't narrate events in those months in any detail. Lines 522–525: Explain why Dexter may be feeling uncharacteristically calm this spring. Lines 627–639: What does Judy's comment in lines 627–628 say about what she values? Lines 657–659: What does Judy offer Dexter? What would this mean to Dexter? What does Judy promise him?

(the black cat poem) where does the writer fail to support her points with evidence? what evidence from the story would you suggest adding to support these points?

Which theme is shared by both text ? a. it is unwise to offend the gods. b. all people deserve to be treated with respect. c. pride and overconfidence can lead to a person's desmise. d. it is important to maintain a positive attitude, even when you lose.

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?