Week 12/11 – 12/19

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Monday: Complete Reading Inventory & Definition Essay Final Draft

Tuesday: Complete Definition Essay Final Draft & Start working on Vocabulary Study Guide for Unit 1.


Unit 1 Vocabulary Study Guide: Use vocabulary notes, Springboard or look up the meaning of these words. (Test   12/10 – 12/14)

  1. Allegory 2. Archetype 3. Conflict      4. Consequence       5. Corruption
  2. Diction 7. Elite 8. Epic       9. Exiled      10. Grueling    11. Imagery
  3. Immortal     13. Mood    14.  Mournful     15.  Negation    16. Nuance
  4. Pacing 18. Plot        19. Point of view     20. Premonition
  5. Reiterating 22.  Rhetoric       23.  Ridiculing   24. Sage    25. Setting
  6. Strive 27. Talent 28. Tone   29. Treachery   30. Vessel

Students will complete a Unit 1 Vocabulary Post test on Friday or Monday.

Study Guide will be graded and will show up in the grade book.

Wednesday: All Final Draft Essay due to Extended-time due today.  Only students typing Essays will be allowed to continue working on Essay in class today.

Students will be allowed 3 minutes to present definition essay.

Students will also be allowed to complete Vocabulary study guide for those with extended time and those that requires more time.

Thursday: Students will complete a Unit 1 Post- Vocabulary Assessment.

Students will start a class project “Design your own Hero”

Choice Project:

  1. Magazine Project: Create an Informational magazine about any hero of your choice: Include 6 facts, and 2 pictures (printed or drawn) a timeline, and facts that made him a hero.
  2. Storybook: A storybook must tell a story. Tell a story about any hero of your choice. It must be colorful, full of pictures, include 6 facts (pictures printed or drawn) a timeline, explain why you think he is an hero.
  3. Flipbook: A flipbook should be like a book. Write a book about any hero of your choice. Include 6 facts, and 2 pictures (printed or drawn) a timeline, and facts that made him a hero. It must be very colorful, good grammar, correct spelling and punctuation.
  4. Informational Journal or Newspaper: Like the name implies (Informational) You need lots of information, include 12 facts, specific location of your hero, timeline, and facts that made him your hero.

Students will be allowed to design their own project (teachers must approve) or design a postcard about an hero. This will be modified with less facts. See teacher.

READ 180:

Continue Lesson 5:17 Page 271

Lesson 5:18 Page 272-273

Week 12/04 – 12/14

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End of Unit 1 & Embedded Assessment 2

Writing a Definition Essay:

Rubric on page 100 SpringBoard

Learning Target: Draft a thesis and outline ideas for a definition essay.

Ideas: Provide a precise definition of heroism.

Organization: Introduce with an original definition of heroism (Thesis)

Include a Hook in the introduction.

Body paragraphs reflecting definition strategies using transitions to create coherence.

Use a formal style of writing for an academic essay.

Embeds quotations.

Demonstrates command of conventions (grammar and usage, capitalization, punctuation, & spelling)

Concluding Paragraph should not be stale, and you should avoid such words as “The end,” “That is all I have to say,” or “That’s my definition of heroism”

Examples of ways to conclude your essay:

Explain why this topic is important to you/or important in life.

If you used a quote as your hook, refer back to the quote.

You may review the main point at the end.

The essay is chucked with due dates. See below


Explanatory Essay Outline:

Name:                                             Date:                                          Period

Hero Definition Essay Outline

Think of people who deserve status as a hero. What defines a hero? Use complex sentence structure; include transition words, negation and spelling. Rubric on page 100

  1. Introduction: Background information, hook and state your original definition._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ due 12/04/18


  1. Body Paragraph: topic sentence, supporting details, quotation, transition words, negation, examples. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ due 12/05/18


  1. Conclusion: Explain why he is an hero, refer back to the hook or quote, then give your final thoughts without using “I” or “You”


Due 12/06/18

Final essay due 12/07/18 & extended time 12/10/18

READ 180/System 44

Monday: Vocabulary Activity page 268

The Buzz on Scuzz

Topic: How to stop germs in their tracks by washing your hands.

EQ: What is a simple way that we can fight diseases and stop the spread of germs daily?

Tuesday: Topic: Wash up, Wash Well, and Wash often page 269

Model using text evidence to identify the purpose of the bulleted items in the section title.

Complete the Key ideas, text structure and stretch on page 269 for a grade.

Students will work on each zones and they will complete all activities in each zones.

System 44 Beginning decoder’s (Foundational phonic)

Developing decoder’s (Targeted phonic remediation)

Advancing decoder’s (Vocabulary, Comprehension & Fluency)


Lesson 5:17 Reading Critically page 270

Small group page 271


Friday: Quick Write Activity

Narrative Writing Review

Independent Reading.


All students will complete reading count quiz for a quiz grade.

HOMEWORK: READ and Complete a Reading Log for a grade.

Have a nice week.

Dr. Mukoro


11/05 – 11/09

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3rd & 6th Period

Read 180/System 44

Workshop 5 Lesson 5:13, 5:14, & 5:10 (Review)


EQ: How do you think medical experts today would deal with an outbreak of the plague?

Read page 262 (Whole Group) Academic Vocabulary

Read page 263 (Small Group)  analyze plot. (Read 180)

System 44 students will work on the computer based on their levels as generated by the program.

TUESDAY: Professional Learning Day (No School for Students)

Wednesday: Lesson 5:14

EQ: How can we make inferences to state the time period the Plague occured from out text?

Guided Practice Worksheet – page 264 – 265( Making Inferences) Students will turn to page 248 to review the timeline of the plague.

Students will practice citing text evidence.

Small Group (System 44)

Page 263 analyze plot

Read 180 students will work on Mindset/Zones

Students will complete independent reading from ebook/audio book or paperback based on their Lexile scores.

Thursday: Whole Group: Lesson 5:10

Independent reading: Students will get a book and read then complete a reading count quiz for a grade.

Students will log into Read 180 and read a book then complete a reading count quiz.


Whole Group: complete a Quick Write activity:

Informational text, teacher will model citing evidence from a text. Students will practice citing text evidence.

Independent Reading (35 Minutes) Students will read from Audio books/ebook or paperback. They will complete a reading count quiz.

Inclusion (SpringBoard) 4th & 5th Period

Monday: Introduction to TP-CASTT page 65.

Students will complete text-dependent questions 1-4 using the TP-CASTT.  Students will complete Item 4 write a brief paragraph to summarize the poem and state its meaning.

Tuesday:  No School

Wednesday: Video Clip (Wounded Soldier) page 67 then complete questions 5-12 page 69.

Students will complete a double bubble thinking map comparing (A Man page 65 & The Soldier page 67).

All text-dependent questions will be graded.

Students will be introduced to Free-Writing page 70

They will complete an Explanatory Writing Prompt

Write an explanatory essay about a challenge you have faced that includes specific things you did to overcome adversity. Page 70.

Rubrics will be given to students in class. Due (11/08 – extended time 11/09)

Thursday: Computer Lab to complete CTLS

Friday: Students will be introduced to Embedded Assessment 2. Writing a Definition Essay.

Students will create a bubble /Circle map using Adjectives, Nouns, & Verbs page 71 to outline a definition for the essay.

Students will complete a short activity on Negation.

All activities will be graded.

Please check the grade book some students are missing reading logs.

Reading logs due Friday.

Have a great week.

Dr. Mukoro


Week 10/29 – 11/02

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Read 180/System 44


We are reviewing academic vocabulary and completing Interim Checkpoint this week. Word Origins and finding the relationship between words.


Mindset Matters Segments

Independent Reading

Practice Worksheet (Word Origin)


Lesson 5:11 & 5:12

Building Knowledge

Content-area Vocabulary Page 260 & 261

Software Zones & Independent Reading.


Independent Reading/ebook/Audio books (Reading Counts quiz due)

Vocabulary, Comprehension, and Fluency.


Quick Write: Write a narrative to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.8.2.a. Introduce a topic clearly, organize ideas, concepts and information then complete the narrative.

Independent Reading/Reading Count quiz.


Complete Hero’s project presentation.

Page 62 SpringBoard (Tone & Mood)

Guided/Independent Practice Worksheets (To be graded)

Complete assignments on pages 62-63 SpringBoard text.

Thursday Complete (Assessment online) Computer Lab

Friday: Reading Log due for a grade, all projects are turned in for a grade, presentations are completed.

Introduction to TP-CASTT page 64 reading strategies SpringBoard.

Thank you.

Dr. Mukoro


Week 10/22 – 10/26

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System 44 / Read 180

We are still reading Workshop 5 Contagion. We will be working on Lesson 5:8, 5:9, & 5:10 this week.

Monday: Real Book pages 254-257 Academic Vocabulary: Rare, Assign, Confirm, Determine.

EQ: Why was Dr. Dowell trying to figure out if the bird flu mutated?

Tuesday: Making Inferences page 257 (Analyze, People, Events and Ideas) Software Zones

Learning common to get Independent reading books (Reading log due Friday)

Wednesday: Lesson 5:10 Real Book page 258 Plan your paragraph (Narrative Writing)

Organize your paragraph page 259 & Write a paragraph page 259

Complete WWW graphic organizer (Who, When,  & Where)

Thursday: Independent Reading/ Audio books/ ebooks

Advancing Decoder (Software complete Vocabulary, Comprehension, & Fluency)

Friday: Lesson 5:8

Complete Quick Write, reading log, then students will get books on their Lexile Scores they are expected to read then complete a Reading Count Quiz for a grade.

Weekly warm up/Do Now’s will be grades, Independent practice/vocabulary activities will be graded, reading count quiz from online will be graded and all grades will go directly into the grade book.


Please Visit Ms. Walker’s blog for update.

We are currently working on the Hero’s Journey Narrative.

Students visited page 58 & went over the assignment/project which is 50% of the grade.

Scoring Guide is on page 59. Students will be allowed time in class to complete work. I gave all the students the requirements for the project today.

Please visit Ms. Walker’s blog for specific details/due dates.

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


Dr. Mukoro

Week 09/17 – 09/21

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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

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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


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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