When I first started at Hidaya I hated wearing the hijab. I found it itchy and I absolutely despised wearing it during gym class. I also thought it looked awful on me and in the first two weeks I was always styling my bangs and letting them out at the front so that everybody knew I had nice hair. Talk about being insecure. But then I got to know the other kids and it no longer felt awkward. I got used to it and I met girls who were wearing it full-time outside of school, like, voluntarily, and I started to really respect their courage. I was even a bit jealous because there I would be, ripping it off as soon as I was off school property, and there they would be, calmly and proudly stepping onto a train filled with students from schools all over without so much as a hint of fear or doubt. They looked so at peace with their identity and everybody got to know and respect them on their own terms.

–Does My Head Look Big in This?,
Randa Abdel-Fattah

What is the narrator’s tone regarding the other girls at school?
admiring
arrogant
grateful
condescending

Media project total score: of 100 points during the next several lessons you will create a media project about a place that is important to you, such as the place where you live. your teacher will score your assignment using the media project grading rubric. look at the rubric yourself so that you know how your assignment will be scored. you may create your project using a word processing presentation program or a slide program such as powerpoint®. include a title slide, two or three content slides, and a sources slide that contains the urls of your online sources. save the document to your computer with your name at the end of the filename (e. g., ng_ela 9-10_w_11_ga alice_jones). submit that document to your teacher for grading refer to the media project assignment document and follow the steps to complete the assignment. when you have finished, submit the assignment document to your teacher for grading.

Use any method to combine the following sentences into one sentence. elvis presley died in 1977. his music is still popular today. graceland in memphis was his home.

Read the excerpt from the war of the worlds, in which the crowd begins to disperse just before the first martian exits the cylinder. when i returned to the common the sun was setting. scattered groups were hurrying from the direction of woking, and one or two persons were returning. the crowd about the pit had increased, and stood out black against the lemon yellow of the sky—a couple of hundred people, perhaps. there were raised voices, and some sort of struggle appeared to be going on about the pit. strange imaginings passed through my mind. as i drew nearer i heard stent's voice: "keep back! keep back! "a boy came running towards me."it's a-movin'," he said to me as he passed; 'a-screwin' and a-screwin' out. i don't like it. i'm a-goin' 'ome, i am."what options accurately depict the impact of the boy's words on pacing within the excerpt? (select all that apply.)the war of the worldsthe setting is in england, so the boy's words provide the reader with the dialect of the area. even though that slows down the plot, the boy's words contain important information. the plot's forward movement is slow at the beginning of the excerpt because there is little action. the boy's words increase the tension and counteract that lag. the narrator is not close enough to see clearly into the pit, so the boy's words provide the narrator with the information he needs, which moves the plot forward. the boy's words serve to speed up the pacing of the plot because, as he is talking to the narrator, he is running past him to get away. the narrator is not close enough to see clearly into the pit, so the boy's words provide the narrator with the information he needs, which moves the plot forward. wrong? the boy's words serve to speed up the pacing of the plot because, as he is talking to the narrator, he is running past him to get away.