The following morning, erika stood in mr. kelp's room with her hands shaking and her teeth chattering. she snatched a blank test as he stepped into the hall. what happened next is a blur—partly because it happened quickly—mostly because erika would like to forget it ever happened at all. she was called to the office, her backpack was searched, and the test was found. by the day's end, she had apologized to a shocked mr. kelp. she had been removed from the team by a disappointed coach. she had been suspended by an angry principal and driven home by tearful parents.

in paragraph 4, the author of the article uses several adjectives. what do the words describing mr. kelp, the coach, the principal, and erika's parents imply about the events of the day? it was an emotional day.
it was a hopeful day.
it was a normal day.
it was a boring day.

Examine the imagery in these lines of the poem "the legend" by garrett hongo. he is asian, thai or vietnamese, and very skinny, dressed as one of the poor in rumpled suit pants and a plaid mackinaw, dingy and too large. he negotiates the slick of ice on the sidewalk by his car, opens the fairlane's back door, leans to place the laundry in, and turns, for an instant, toward the flurry of footsteps and cries of pedestrians as a boy—that's all he was— backs from the corner package store shooting a pistol, firing it, once, at the dumbfounded man who falls forward, grabbing at his chest. how does the imagery in these lines affect the reader’s experience of the poem? check all that apply. it creates a visual picture of the man. it conveys what the scene sounds like. it describes the actions of the boy. it reveals the poet’s opinion of the characters. it encourages readers to care for the characters. it shows the resolution of a conflict. it explains the reasons for the event.