From BIG NATE – IN CLASS BY HIMSELF by Lincoln Peirce She could have called on anybody.

There were twenty-two other kids in the classroom, and they all had their hands in the air. Francis did. Teddy did. Gina did, of course. Even Nick Blonsky, who usually sits in the back row with his pencil up his nose, had his hand raised. She could have called on one of them, right?
Guess who she called on.
Mrs. Godfrey always does this. She always calls on me when I don’t know the answer. And she can TELL I don’t know it. Ever hear somebody say that dogs can smell fear? That’s Mrs. Godfrey. She’s like a dog.
A big, ugly, nasty dog.
I sort of skooch down in my seat. The whole class is staring at me. My ears start to burn, then my cheeks. I can feel tiny droplets of sweat beading up on my forehead.
“WELL?” she barks.
I’ve heard that on an average day you use about 10 percent of your brainpower. Well, sitting here with my mouth turning dry as a sack of sand, I really need that other 90 percent to kick in. But my mind is blank.
Mrs. Godfrey steps away from the chalkboard and starts toward me. She looks mad. No, worse than mad. She looks mean. Her face is flushed. I can see tiny flecks of spittle at the corner of her mouth. That’s pretty gross. I brace myself…
And the bell rings!

12) Which two words best contribute to the overall tone of the selection?
A. mind, nose
B. fear, dog
C. chalkboard, gross
D. brainpower, ears

Alberto is reading a myth. he wants to learn about the cultural context of the myth-tellers. to do so, he will write a question about each of the four aspects of cultural context. he has written the following question: what kinds of ceremonies or celebrations did the people of this culture practice? which aspect of cultural context does the question address? lifestyle setting customs values

The whole a particular set of ideas, concerns, or characteristics written during a certain period of literature is. d b c a a c d a c d e b b b a a d a a d e b c c d a b c b c d d c b a a a a b a a essay questions 44-45.

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.