1. The man and the boy were waiting for the birds. a. early in the morning.

b. towards the evening.

C. in the early afternoon.

2. Why was the boy there with the man?

a. because they usually hunted together.

b. because the boy wanted to watch the birds

c. because the man was teaching the boy to hunt

3. How did they feel when they saw the birds in the sky?

a. The man didn't feel anything but the boy was completely filled with wonder.

b. They were both pleased and got ready to shoot.

c. The man prepared to shoot but the boy was unable to decide.

4. How did the two shoot?

a. The man showed his experience but the boy was rather slow.

b. The man was not successful but the boy was probably lucky on his first attempt.

c. The man rushed through and missed; the boy was more careful and succeeded

5. The man says, "You'll have to look after it.” This shows that

a. the man realised that the boy wanted to take the live bird home.

b. the boy was hoping that the man would look after the bird.

c. the man wanted the live bird to be thrown away.

Which inequality is represented by this graph? f(0, 1)

Must read story will give if ! in “perseverance,” which theme is reflected in the lines, “life’s field will yield as we make it / a harvest of thorns or of flowers”? a: life is a field in which flowers and thorns will grow. b: accept what you are given, because you cannot change it. c: your life is the result of the work you put into it. d: working together people achieve their goals in life.

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability