part a
which event is part of the complicating incident of this story?
a.) samara goes to the library to find out how to open a park in pine grove.
b.) samara is nervous about her presentation for the town zoning board.
c.) samara identifies the plot on cedar avenue as a possible park location.
d.) samara sees children playing tag on a small plot of land between houses.
question 2 part b
which detail from the story supports the answer in part a?
a.) “that is a perfect spot," wanda said. "it’s right in the middle of town, and better yet, the town owns it.”
b.) "as samara nodded and waved goodbye, she started thinking about what she had seen on her walk home that day."
c.) "samara spent many afternoons over the next few weeks at the library with wanda and a few of the other librarians drawing up a detailed plan to present to the town officials."
d.) "samara thought she at least sounded confident as she presented her idea to the board."

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?