Week 09/17 – 09/21

Good Morning,

Thank you for visiting my blog.

READ 180 & Systems 44

This week we continue our study on Contagion: Workshop 5 pages 248-249

Learning/Language Goals: Identify a text’s central idea and analyze how it develops.

Use new academic words to compare key ideas and details in a Science article.

Objectives: Students will learn how some of history’s worst Epidemics and Pandemics started.

Students will also learn what makes them deadly.

Lesson 5:5 “Tiny Invaders”

The FLU and SARS are not only dangerous but Cholera, Smallpox, and Ebola are “Tiny Invaders” that are still a problem today.

Academic Vocabulary: Contain, Exposed, Pandemic and Epidemic.

Students will also learn how to Identify the Central Ideas and to add important details as they read a text.

Lexile 840L

Technology: Students will work on Student App/Software Zones. Students will work on Mindset Matters Segments and Systems 44 students will work based on their individual levels as generated by the program.

Independent Reading: Everyone will read a book based on their Lexile & I will be reading also.

Small Group: Small group will focus on Vocabulary & Reading Comprehension.

All students will take a reading count quiz online & complete a weekly reading log due on Friday’s and all grades go directly to the gradebook. Weekly Do Now/Warm-up from last week and this week will be graded.


Students will start the Odysseus today.

A Powerpoint on Greek Mythology and a background introduction to the poem will be provided in class.

Students will complete a Character Analysis of Odysseus on page 31.

Class Project: Students will create one visual from the poem that should include textual evidence from the poem that identifies mood, descriptive verbs, and three sentences to interpret the visual. (Project grade)

Students will complete a Sequencing thinking map based on the poem Odyssey.

Students will complete Text-dependent questions after reading the poem.

I will continue to work with students to make up work this week.

Reading logs are due on Fridays for a grade.

Vocabulary focus this week: Talents, Draught, Devoid,  Premonitions, Ambrosia, Treachery, Fleece.

Have a great week and thank you for visiting my blog.

Dr. Mukoro


Week 09/04 – 09/14

Thank you for visiting my blog:

Read 180: 3rd & 6th Period: 

Students will start investigating Workshop 5 Contagion.

Whole Group:

They will read and respond to weekly writing prompts in the forms of Do No’s (Warm – ups), Ticket-out or Wrap-ups, Use of Thinking Maps to complete vocabulary activities, and text-dependent questions.

Students will start with the Anchor Video: Real Book pages 238-241

Students will learn what causes contagious diseases and discover how these illnesses spread. Students will also read about how scientists and healthcare professionals work to stop contagious diseases.

Small Group: Building Knowledge activities, students will complete content related vocabulary activities. They will review each target words with teacher as teacher provides or projects the meaning of the unknown words. Students will rate each words using prior knowledge at their level of understanding. Students will complete a word wall activity using each words.

Software Zones: Students will Login and begin Reading a book, they will complete a reading log. They will also visit the Spelling & Writing Zones. After Reading a book, they are expected to complete a Reading Count Quiz and they must read the books three times then take the quiz and earn a grade of 70% or above for it to be counted.

Vocabulary for Workshop 5:

Terms: Spread, Avoid, Symptoms, Avoided, Infection, Fatal, Flu, Contain, Virus, Immune System, Protects, Overwhelm, Outbreak, Epidemic, Pandemic, Mystery, Expose, Contagion.

Project is Due 09/14/18

Inclusion: 4th & 5th Period:

Learning Target: Analyze the imagery in a poem to understand how it reveals an idea or theme.

Students will review the first stage of the Hero’s Journey – The Departure stage that includes the Call to Adventure, Refusal of the Call, and the Beginning of the Adventure.

Students will read, answer text-dependent questions, and discuss the poem, Ithaka by C.P. Cavafy in SpringBoard text pages 13-15.

Learning Strategies: Marking the Text, Close Reading, Diffusing, Rereading, Summarizing, Sketching, Visualizing

CLASS Vocabulary Project due on Wednesday 09/05/18

Next Students will start reading The Drummer Boy of Shiloh and they will answer text-dependent questions on pages 20-21. This is a short story.

Students will also complete a QuickWrite:

Writing Prompts: Joby joins the army. But in the beginning of the story, Joby was afraid. How did Joby join the army? Provide textual evidence from the beginning of the story to show that Joby was afraid.

Again thank you for visiting my blog.

Dr. Mukoro




Week 08/20 – 08/24

Good Afternoon, please check out my weekly update below:

Inclusion: 4th & 5th

Unit I-Skills/College Readiness

Students are analyzing Writer’s Craft and using textual evidence to support a literary interpretation.

Students are also writing for a variety of purpose as they make meanings from a wide variety of texts.

Mon & Tuesday students completed Unit 1 book walk.

Wednesday: Students completed Reading Inventory assessment to identify individual reading levels.


Learning Target: Identify the stages of the Hero’s Journey within a film

Students  will analyze how a film uses the Hero’s Journey to structure its plot. The archetype of the Hero’s Journey describes a plot pattern that shows the development of a hero. We will study the stages of the Hero’s Journey archetype using a graphic organizer and use metacognitive markers to indicate your level of understanding.

READ 180: 3rd & 6th Period: Getting Started Workshop

We are building a community of learners.

Monday: Mindset Scans/Positive Mindset Pages 12 & 13

Tuesday: Building a Reading Brain & Understanding Mindset Pages 14 & 15 Choosing positive behaviors helps build our brain.

Wednesday: Reading Inventory

Thursday: Speaking the Language of School Pages 16 -17

Friday: Reading log & Classroom Rotations.

This READ 180 Getting Started Workshop will help students to build executive functioning skills as they begin to learn the ability to control their cognitive processes, including planning, organizing, reasoning and working memory.

It is expected that throughout the course of READ 180 Universal, students will cultivate a growth mindset by approaching learning tasks with perseverance. I shall be applying the gradual release approach to ensure that students gain confidence daily in my class.

Thank you for visiting my blog.

Dr. Mukoro



Update 08/15

Today we started Unit 1 by  “unpacking” Unit 1 in SpringBoard. This is our introduction to the text that we will be studying this year. The Challenge of Heroism will be our focus of study.

The following vocabulary are the required terms that they need to study for a vocabulary test coming up soon. These words serve as study guide to the test. We gave them the words in class and they are also listed below:

Academic Vocabulary: context, concise, nuance, function, negation, coherence

Literary Terms: archetype, imagery, setting, point of view, conflict, mood, plot, pacing, epic, tone, diction, denotation, connotation, allegory

Differentiated instructions: Think-Pair-Share, QHT, Close Reading, Marking the Text, Paraphrasing, Graphic Organizers, Note-taking.

Students will work in groups to unpack the Unit.

Hope to see you tomorrow for parent night.

Dr. Mukoro

Week 08/13 – 08/17


Thank you for visiting my blog.

08/14 Picture day

08/15 Media Center

08/16 Parent Night (Hope to see all my parents)

08/17 Reading log due for a grade.

This week in my Inclusion classes we are currently completing our Unit 1 vocabulary. Students will create a glossary of all the words. Then complete a short Tic-Tac-Toe activity. Students will continue to read daily, they will also complete a daily grammar check in class. Our focus is to improve Literacy and research has indicated the only way is to provide students an opportunity to read and write daily.

To get to 9th grade all students in 8th grade should be able to read on grade level. Our focus is to work with them to get each and everyone of them on grade level. Home work daily, is to read for 30 minutes as characterization log (reading log) is due for a grade on Friday. We will continue to reinforce our PBIS reward system in class.

For my READ 180 class we are setting goals, and working on providing a positive community where students can learn and read on grade level. We are currently working on the first 10 days of school getting to understand READ 180 Universal and setting meaningful and achievable goals. Our focus is to complete pages 6-20 in ten days. Students will start classroom rotations after the RI on 08/22/18

Thank you for visiting my blog.

Have a great week.

Dr. Mukoro

August 6-10, 2018

Welcome Back!!!

It was a pleasure meeting everyone the first week of school. I am looking forward to a great school year. This week we shall review Safety Procedures, and all emergency exit.  We will also review READ 180 Universal, a proven instructional model that uses research-based instructional practices to enhance students’ ability to achieve a higher overall reading level. The daily course of instruction will allow students to benefit from:

  •         Teacher-directed instruction (Whole/Small groups)
  •         Technology-based instruction on the READ 180 Topic Software
  •         Modeled and independent reading with the Audiobook, Paperback, and eReads libraries

READ 180 is a year long course. It is the goal of READ 180 for all students to improve their reading Lexile by the end of the school year. Students will also be allowed time in the classroom to read for pleasure.

Monday – Thursday (Introduction to READ 180 Instructional Model)

Friday (Reading log is due for a grade and QuickWrites)

Students are expected to read for 20 minutes daily and this is the only homework in this class. It will be graded weekly.

Thank you for visiting my blog and have a great week.

Dr. Mukoro



March 19th – March 30th

Thank you for visiting my blog and welcome to the 4th quarter. The school year is gradually coming to an end.

This is the class assignment for the next two weeks.

System 44 & Read 180: We shall continue to work on Workshop 4 “Stolen Childhood” We shall read all the comprehension articles as we focus on Identifying the main ideas in a text, citing evidence after reading a text, summarization, answering who, what, where, when, why, & how.

Academic Vocabulary: Synonyms, Antonyms, Thesaurus, Connotation,  & Context.

The small group class will also review pronoun, Singular & Plural (Subject, Object, and Possessive)

They will also learn the rules of capitalization.

We shall continue with our Quick Write every Fridays.

The lesson focused for Writing will be on Argumentative Writing & Persuasive (Writing & Speech)


Students will be provided with a writing prompt directly from the textbook (SpringBoard).

Students will work in groups to brianstorm roles with a partner. Students will be allowed to use Tree map during the prewriting process. They will state their opinion, then provide reasons to support the opinion, and finally a conclusion.

Students will tell their opinion about a topic, then provide three reasons that support the opinion.

Students will complete Activity 2:11 on page 145 SpringBoard. They will read and analyze part of an eighth-grader’s argumentative essay “Private Eyes” they will then work from the text as they begin to construct an argument.

The prompts are on page 147 SpringBoard.

Students will then learn about persuasive appeals. (Logos, Pathos, & Ethos) they will work in a writers workshop in class to identify Persuasive appeals. They will create a visual of each types of appeal and clue it to their notebooks.

Teacher will introduce the strategy: Debate on page 148.

Students will be provided with Sentence Starters: I agree with your point:

I disagree with your point:

Students will complete activity 2:13 logical reasoning. They will complete an Online Article.

They will be giving a Writing to Source: Argument to complete for a grade Page 154.

Students will complete a debate in class before the Spring Break.

Students will Unit 2 with Embedded Assessment 2

Writing an Argumentative Essay:

Assignment: Write an argumentative essay in which you convince an audience to support your claim about a debatable idea. Students will be allowed research time and experiences or observations to support their arguments. (page 171) SpringBoard.

Thank you for visiting my blog.

Dr. Rhima


03/08 – 03/16

Good Morning,

Thank you for visiting my Blog. We are gradually moving to the end of the Quarter and we have a big project to complete for the final grade. The project is due on 03/13/18 and we shall start the presentation of your project. You will be allowed time in class to complete the project. Today you will visit the computer lab to research important information to include in your project. I cannot tell you enough to use your time wisely. Mostly of you have very low grades because you are not using your time wisely.

You MUST create the following:

Name of your Utopia.

A motto that represents – contains your community’s beliefs.

A flag to represent your society

Ten rules to govern your society

MUST address five (5) of the following topics in bold within your project:

*Government *Education *Family *Housing *Employment *Money *Transportation *Climate *Recreation *Technology

You MUST create one of the following to share-present your community’s beliefs:

Project Ideas:

◦1. Speech showdown (2 students who will battle it out to get the class to vote for their presentation)

2. Create your own Utopia brochure.

3. Informational Brochure/Real Life Communities (these communities really do exist, and its, members have a reason for wanting to separate themselves from the outside world) example Amish Community

4. Poster board, your goal is to draw a perfect society using pictures, and you will include all the information listed above.

5. PowerPoint presentation: Create your own Utopian and include all the information listed above.

6. Utopian Flipbook, your goal is to create an informational flipbook that should include sections of your community (this is a lot of writing) don’t choose to complete a flipbook if you hate to write.

I am also including an alternative project you have the right to work on any of these activities or better still create your own project based on your interest. Remember the requirements written above. I gave everyone a copy of the required project in class yesterday, but you can change your mind at anytime based on your strengths.


The Giver- Project Options

Speech Showdown (2 students who will battle it out to get the class to vote for their presentation)

The Chief Elder has decided to step down as leader.  Rather than selecting a new leader, the people have decided that for ONCE they will VOTE for their leader.  As they have gotten back the memories, many people are eager to make a change.  There are two candidates running for the position of chief elder.  One wishes to return to the OLD UTOPIAN ways.  The other, wishes to lead the people into a NEW WAY of life.  You must clearly state your argument and persuasively convince the people (your classmates) that your way is BEST for the future of The Community.  You must provide a reasonable rationale and be persuasive! You will actually perform your speech for the class, and compete to WIN the election.

Project Utopia- Create your own Utopia

Create a brochure that advertises your OWN Utopia.  Provide details about the structure of the society like: government, rules, family units, consequences, boundaries, contact with the outside world, etc. .  Your goal is to provide your classmates with as much detail as possible, so they can make an informed choice as to which “made up” utopia they would like to visit.  You will present your info to the class, and they will decide whose Utopia they would like to visit.

Informational Brochure/ Real Life Communities

You will be researching several real world communities that might seem very strange and different from the outside world.  However, these communities really do exist, and its members have a reason for wanting to separate themselves from the outside world.  Your job is to create a brochure to advertise the community and provide information to the public.  Pretend as though the group has hired you to do their Public Relations!

Reader’s Theater- Climax- Recreate the turning point in dramatic form!  

(Up to 2 groups of 4 students)

Your job is to create a creative script in which you recreate Chapter 19.  Roles must include The Giver, Jonas, Father, and a Narrator. Each person involved in the performance must have their own COMPLETE version of the script.  You will be graded based on turning in a completed script (not just your own lines) as well as your performance as a group!

Please see me about your project idea.

Thanks for visiting my blog.

Dr. Rhima








02/13 – 02/28


Thanks for visiting my blog. We have completed our Novel study in class and there will be a test on Friday. See below



Chapters 1-2
1. What did the word “frightened” mean, according to Jonas?
It was a “deep, sickening feeling of something terrible about to happen.”
2. What were Jonas and the other children taught to be careful about?
They were taught to be careful about language.
3. How did Jonas decide he felt? What was causing this feeling?
He felt apprehensive. His special Ceremony of Twelve would be coming in
4. What evening ritual did the family perform after dinner?
They shared their feelings.
5. What were the two occasions when release was not punishment?
Release of the elderly and release of a newchild were not punishment.
6. What did Father want to do about the newchild, and why?
He wanted to bring the newchild home with him for extra nurturing. The child
was not progressing and would be released if he did not improve. Father thought
the extra attention would be helpful.
7. What fascinated Jonas about his father?
His father had broken the rule about looking at the year’s Naming list.
8. Why was the Ceremony of Twelve so important?
The Twelves would get their adult job Assignments. It marked the end of their
childhood and preparation for adult life.
Chapters 3-5
1. What was unusual about Jonas and the newchild?
They both had pale eyes. Most of the Community members had dark eyes.
2. Describe the Assignment of Birthmother. What did Lily’s parents say about the it?
The Birthmothers had three children. They were not allowed to see the
children. After the third child, the Birthmothers were given jobs as Laborers
for the rest of their lives.The Assignment did not have much honor.
3. What happened to the apple while Jonas was playing with it?
The apple changed for an instant. Jonas was not sure what the change was, but he
knew it had changed.
4. Describe the celebration of Release of Roberto.
First, he told about his life. Then the attendants toasted, cheered, and chanted the
anthem. Then Roberto made a good-bye speech. After that, he bowed and
walked through a special door in the Releasing Room.
5. Did Larissa know exactly where Roberto or anyone else went when they were released?
No, she did not.
6. What was Jonas’s dream about? What did his mother and father say about it?
He had a dream that he wanted Fiona to take off her clothes and get in a bathtub.
His parents said it was the Stirrings. His mother gave him a pill that would stop
them. She told him he would have to take one every day until he entered the
House of the Old.




Chapters 6-7
1. Describe the jacket that the Fours, Fives, and Sixes wore and the reason it was designed
the way it was. Also describe the jacket the Sevens wore and what it symbolized.
The jacket the Fours, Fives, and Sixes wore buttoned down the back so the
children would have to help each other dress and learn interdependence. The
jacket the Sevens wore had buttons in the front, which symbolized independence
and growing up.
2. Describe the Ceremony. Tell what happened at the Naming and the other age levels.
During the Naming, the Nurturers brought the newchildren to the stage. They
received their names and parents. The Eights received new jackets with smaller
buttons and pockets. The pockets symbolized maturity and the ability of the
wearer to keep track of small possessions. The Nines got their bicycles. The
Tens had their long hair cut off. The female Elevens got new undergarments.
The male Elevens got longer trousers with a special pocket for their school
3. What Assignment did Asher get?
He was named Assistant Director of Recreation.
4. What happened when Jonas’s number should have been called? What did Jonas think?
The Chief Elder skipped Jonas’s number. He thought he had done something


Chapters 8-10
1. What was Jonas’s Assignment? Why was it important and unusual?
Jonas was selected to become the new Receiver of Memory for the Community.
It was unusual because the Community only had one Receiver, and he chose his
successor. Receiver was the most important job in the Community.
2. What were the four qualities the Chief Elder said the Receiver of Memory must have?
They were intelligence, integrity, courage, and wisdom.
3. What happened when Jonas was looking out at the crowd?
They changed, the way the apple had changed.
4. Did Jonas agree or disagree with the committee’s choice of him as the new Receiver?
He agreed with it.
5. What happened the last time a new Receiver had been chosen?
The girl was not successful. No one really knew exactly what had happened.
6. From what rules was Jonas exempted?
He was exempted from rules governing rudeness. He could ask anyone any
question and he would receive an answer.
7. What was Jonas prohibited from doing?
He was not allowed to tell his dreams.
8. What was he allowed to do that he had not been allowed to do before?
He was allowed to lie.
9. What was the biggest difference in the Receiver of Memory’s dwelling?
It was the books. Ordinary people did not have any.
10. What memories did the Receiver of Memory say he had to transmit to Jonas?
It was the memories of the whole world.
11. What was the first memory the Receiver said he would give to Jonas?
He said it was the memory of snow.


Chapters 11-13
1. Describe Jonas’s consciousness while he received the memory.
One part of his consciousness knew he was lying on the bed in the Annex room,
but another part could experience the sensation of snow and the sled. He could
see, even though his eyes were closed.
2. What words or concepts did Jonas experience?
He experienced snow, sled, hill, runners, and frigid air.
3. What happened to the old man’s memory of the ride on the sled after he transmitted it to
He did not remember it anymore. He had given the memory completely to Jonas.
4. What kind of questions did Jonas ask about snow, sleds, and hills? What was the old
man’s answer? What was Jonas’s response?
Jonas asked why they did not have the things. The old man said that they had
disappeared when the communities got Climate Control. Jonas said he wished
they still had snow and the other things.
5. Jonas thought the Receiver of Memory had power. What did the old man tell him?
The old man said he had honor, but not power, and they were not the same.
6. What did the old man tell Jonas to call him? Why?
The old man told Jonas to call him The Giver. Jonas was the new Receiver.
7. Describe Jonas’s experiences of “seeing beyond.”
It was a short, indescribable change. First it happened with the apple. Next, it
happened with the audience at the Auditorium. Then it happened with Fiona.
Her hair changed in a way he could not describe.
8. What was happening when Jonas “saw beyond?” Why was it important?
He was seeing the color red. It was the beginning of his ability to see colors.
9. Could the other people in the Community see colors? If not, why not?
No, they could not. They gave up that ability when they went to Sameness.
10. Summarize the conversation between Jonas and The Giver about choices.
Jonas wanted to have colors all the time. He wanted to be able to make decisions,
to choose what color to wear. He thought being able to see colors might help
Gabriel develop. The Giver said that if people were able to make their own
choices, they might choose wrongly. Jonas agreed that it was not safe for people
to make choices.
11. The Giver explained why the people needed a Receiver of Memory. What were the
They sometimes needed the Receiver to use his memories to help them make
decisions. Most of the time, they needed the Receiver to keep all of the old
memories so they would not have to have them.



Chapters 14-16
1. Jonas asked what made The Giver suffer. What memory did The Giver transmit to
explain it?
The Giver transmitted a memory of a sledding accident. Jonas fell off the sled
and broke his leg.
2. What did Jonas realize about his family after his session with The Giver?
He realized his family members had never known pain.
3. Jonas asked why he and The Giver had to hold the memories. What was The Giver’s
answer? What was his example?
He said the memories gave them wisdom. He explained the request from the
Committee of Elders when they wanted to increase the birth rate. The Giver
remembered hunger and famine and warfare and told them not to increase the
4. What did Jonas want to do about the memories and the traditional way of doing things?
He wanted to change the traditional way of doing things and give everyone the
5. How did Jonas help Gabriel get to sleep?
Jonas gave Gabriel a memory of sailing on a lake.
6. What pain did The Giver ask Jonas to take in Chapter 15?
The Giver transmitted the pain of being injured in a battle during a war.
7. How did Jonas feel about being the Receiver at the beginning of Chapter 16?
He didn’t want to be the Receiver. He wanted his childhood and his friends.
8. Describe The Giver’s favorite memory that he gave to Jonas. How did Jonas feel about
There was a tree with lights on it inside a house. Children were unwrapping
packages. Jonas perceived family. The Giver explained what Grandparents were.
He also gave Jonas the word “love.” Jonas liked the memory. He wished his life
could be that way although he thought it might be a little bit dangerous.
9. What question did Jonas ask his parents after his session with The Giver? What was their
answer? What was his reaction?
He asked if they loved him. They told him to use more precise language. They
said he had used an old, meaningless word. They asked if he understood why it
was inappropriate. He lied for the first time and said he did.
10. Jonas did something different the next morning. What was it?
He did not take his pill.



Chapters 17-19
1. Describe Jonas’s new level of feelings, and what caused them.
He had not taken the pills for the Stirrings for four weeks, and he knew this
accounted for some of his feelings. Also, he had the memories from The Giver.
He knew much more about Elsewhere than anyone else in the Community.
2. What was Father’s responsibility when twins were born?
He weighed the two, gave the larger to a Nurturer, and cleaned up the smaller one.
Then he performed a Ceremony of Release.
3. How did Jonas feel about becoming the new Receiver?
He was not looking forward to it. He was beginning to understand that he would
probably have a difficult and lonely life.
4. What was the name of the Receiver-to-be who was selected ten years before Jonas?
It was Rosemary.
5. What happened to the Receiver-to-be who was selected before Jonas?
After five weeks, The Giver transferred loneliness and loss to her. He continued
to give her both pleasant and unpleasant memories although he did not give her
physical pain. After a while, she went to the Chief Elder and asked to be released.
The Elder granted her request.
6. What happened to the Community after the incident with the Receiver-to-be?
Her memories were released back into the Community. It was very difficult for
the members, because they had never experienced the feelings before.
7. Jonas and The Giver discussed the effects to the Community if Jonas would be lost.
What did they think would happen?
The Giver said they would have all of the memories Jonas had received over the
year. Jonas said they would not like it. The Giver said he could probably help
any of the Community members the way he was helping Jonas. He said he would
have to think about it some more.
8. Describe the release of the newchild.
Father weighed both of the newchildren. He gave the heavier one to the Nurturer.
He filled a syringe with a clear liquid, then injected the smaller newchild with it.
He was talking cheerfully to the newchild during the procedure. The newchild
moved around for a few minutes, then stopped. Then his father put the body in a
carton and put the carton in a chute in the wall.
9. What did Jonas realize as he watched the tape of the release?
From his memories of the war, Jonas recognized that the newchild was dead. He
realized his father had killed it.



Chapters 20-23
1. How did Jonas react after he watched the release?
He cried and became sarcastic.
2. What did The Giver tell Jonas he had realized about the memories?
He said he realized that memories needed to be shared. His job was lonely
because he had to keep all of the memories to himself. He said he was thinking of
a plan to change things.
3. Describe The Giver’s ideas on changing things.
The Giver said if Jonas escaped and went Elsewhere, the Community would have
to take the memories. He knew it would be hard, but he thought it was possible.
He would stay with them to help them, but Jonas could never return.
4. The Giver offered a very special memory to Jonas. What was it, and what was Jonas’s
response to the offer?
The Giver offered him music. Jonas said he wanted The Giver to keep it for
himself, to have when Jonas was gone.
5. Jonas asked The Giver to escape with him. What was The Giver’s reply?
He said his job was to help the Community become whole. Then he wanted to be
with his daughter, Rosemary.
6. What did Jonas do instead of the original escape plan, and why?
Jonas learned that Gabe was to be released. He escaped that night with Gabe.
7. Describe the escape.
Jonas took Gabe on his bicycle. They rode all night, then rested during the day.
Jonas transmitted calming memories to put Gabe to sleep. They traveled that way
for several days. Jonas hid them when the search planes flew overhead. He
transmitted memories of cold and snow so the heat-seeking devices could not find
them. Finally, the planes stopped searching.
8. Describe the changes in the landscape.
There were more trees and streams. The forests were thick and dark. They saw
their first birds.
9. What was the strongest fear that Jonas had during this part of the journey?
He was afraid they would starve.
10. How did the story end?
It began snowing and the ground became hilly. Jonas was forced to leave the
bicycle and walk up the hill. When he reached the top, he was flooded with
memories of joy. He found a sled at the top of the hill and used it to sled down
the hill. On the way down he heard music and people singing.

Week 01/23 – 02/29


Thanks for visiting my blog. For the next month we shall be completing a Novel study in class. Please see the Audio book & the Novel.


Some students are still behind in completing the vocabulary activity. There will be a Unit 2 Vocabulary test this Friday. Book Report is due 01/24/18 from last week 01/16 – 01/19