Directions: Each vocabulary word will only be used once. Part I. Use the best fitting word in the context of a complete sentence to answer the
following questions- changing the verb tense of the word if needed. (1 pt. each)
Ingenuity
Evasive
Vulgar
Stagger
Mediocre
Primitive
Improvise
Feeble
Wheedle
Desolate
1. When you are feeling overwhelmed by schoolwork or life in general,
what do you do to make yourself feel better?
2. What are the factors in your life that determine your level of
motivation?
3. If you could change one thing about your high school career thus far
what would it be?
4. Aside from necessities what is one thing you could not go a day
without?
5. If money was no object what would you do all day?

How does the poem's mood and tone change in each of these stages of “o captain! my captain! ” by walt whitman? (i need an answer asap )

4. how does the speaker's comparison of sinners to aninsect (paragraph 7) contribute to the central idea of thetext? o a it emphasizes the negative view god has ofsinners and how inconsequential they are to him.o b it stresses the connection that exists between allof god's creatures, whether they be human orinsect.o c it suggests that sinners can change for the better,as insects are known to go throughtransformations.o d it portrays sinners as being just as prevalentaround the earth as the wide variety of insects.

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?