Read this excerpt from The People Could Fly. "Well," said Manuel, "I won't sell it to you for money. But I will take the gold heart you have hanging around your neck for it."

So the princess had to give Manuel the gold heart for the rabbit. She put the spotted rabbit in a basket and covered it with a cloth. Then she set the basket in front of her on her horse. She said good-bye and went away.

After she had left, Manuel was sorry for the loss of one of his rabbits. He thought he would whistle for it. And as soon as he did, the rabbit came jumping back to him.

When the princess reached home, she told the king and queen what must have happened to the spotted rabbit.

How does the plot influence characterization in this excerpt?

The rising action reveals Manuel’s clever trickery.
The rising action suggests that the princess cares for Manuel.
The climax shows the princess is only interested in things.
The climax proves Manuel will solve the king’s riddle.

Which lines foreshadow macbeths eventual killing of the king

Based on the excerpt, readers can conclude that odysseus’s men enjoy their leisure time. appreciate their jobs. respect their leader. forge close friendships.

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?