Read the excerpt from animal farm. one sunday morning squealer announced that the hens, who had just come in to lay again, must surrender their eggs. napoleon had accepted, through whymper, a contract for four hundred eggs a week. the price of these would pay for enough grain and meal to keep the farm going till summer came on and conditions were easier. when the hens heard this, they raised a terrible outcry. they had been warned earlier that this sacrifice might be necessary, but had not believed that it would really happen. they were just getting their clutches ready for the spring sitting, and they protested that to take the eggs away now was murder. for the first time since the expulsion of jones, there was something resembling a rebellion. led by three young black minorca pullets, the hens made a determined effort to thwart napoleon's wishes. their method was to fly up to the rafters and there lay their eggs, which smashed to pieces on the floor. napoleon acted swiftly and ruthlessly. he ordered the hens' rations to be stopped, and decreed that any animal giving so much as a grain of corn to a hen should be punished by death. the dogs saw to it that these orders were carried out. for five days the hens held out, then they capitulated and went back to their nesting boxes. nine hens had died in the meantime. their bodies were buried in the orchard, and it was given out that they had died of coccidiosis. whymper heard nothing of this affair, and the eggs were duly delivered, a grocer's van driving up to the farm once a week to take them away. what is the most likely reason the author wrote this passage? to show the animals’ increasing resistance to napoleon to show that napoleon will use extreme cruelty to stop a revolt to show that food can be a very powerful motivating force to show that rebelling against authority does not change anything

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Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?

Kwan gazed out at her brother and heard his shrieks of delight as he tried to direct their marvelous flying creation. she watched it wheel, spin, and dive—a wild, colorful bird putting on an aerial display. its gold and red crepe-paper wings fluttered in the air, mimicking the flight of a predatory bird surveying the landscape for prey. it swooped and dived, perhaps discovering a possible meal, and then went airborne again to avoid the rocky terrain below. min was the falconer, guiding his bird on its path through the sky, not yet ready to call it back to the ground. but kwan grew concerned when she looked out at the dark, threatening clouds beginning to roll in off the water. when she saw the streaks of lightning within the cloud formation, she pointed to the distant storm and called out to her little brother to bring in the kite. min nodded and rolled in the kite string, bringing his bird home. “let’s go,” kwan told her brother and put her arm around him to fold him safely under her wing as they both held onto the kite. “it’s time to go home.” how does the extended metaphor in paragraph 3 affect the mood of this passage? a-it creates a feeling of silliness that captures the absurd humor of the situation. b- it creates a sense of tranquility to match the feelings of min at this point. c-it creates a feeling of fear over what may happen if the kite crashes. d-it creates a sense of awe and wonder at min's mastery of the kite.