Warm-Up: Take a ¼ sheet. Read the following paragraph. Choose one of the activities below it to complete. Orders to evacuate the low-lying city of New Orleans were issued. Thousands obeyed, anxious to flee before the storm wreaked havoc. For those who couldn’t leave- or wouldn’t- emergency centers were established. Of these, the Louisiana Superdome was the largest. Copy any of the underlined words you don’t know how to say and use the rules for chunking words to determine how to say them. Choose at least one of the underlined words and write a definition for it using context clues. Write an antonym for any of the underlined words. When finished, complete Interactive Reading and/or iPractices/ Study Plans.

Orders to evacuate the low-lying city of New Orleans were issued Orders to evacuate the low-lying city of New Orleans were issued. Thousands obeyed, anxious to flee before the storm wreaked havoc. For those who couldn’t leave- or wouldn’t- emergency centers were established. Of these, the Louisiana Superdome was the largest. 1. After reading the paragraph above, choose a phrase to replace the word pair “wreaked havoc”: caused destruction fell into pieces slowed down created confusion

Orders to evacuate the low-lying city of New Orleans were issued Orders to evacuate the low-lying city of New Orleans were issued. Thousands obeyed, anxious to flee before the storm wreaked havoc. For those who couldn’t leave- or wouldn’t- emergency centers were established. Of these, the Louisiana Superdome was the largest. 2. Which two phrases below provide context clues for the meaning of the phrase “wreaked havoc?” Orders to evacuate anxious to flee low-lying city of New Orleans Superdome was the largest

STANDARDS LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text… LAFS.7.W.4.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Agenda Time (min.’s) Unit: Taking Chances Essential Question: What makes some people push the limits? 10 Interactive Reading (New!) 5 Vocabulary (Differentiated word study- using context clues) 15 Read Aloud At the Edge (Chapter 1, sec. 5: Taking Charge) Predictions, Questions and Cause and Effect Summaries Classroom Conversation Whole Group (Fluency) 35 Work Time (3.1 Push the Limits, 3.3 Planning a Narrative Paragraph, 3.4 Writing a Narrative Paragraph, 3.5 Reading with Fluency) Wrap-Up

3.1 Evacuate: Leave a place in an organized manner. In World War II, the bombing was so bad in London that the children _____________ to evacuate. Valiant: Full of courage. Brave. The British soldiers were valiant when they _____________. 3.2 Piercing: Loud and shrill. ___________ gave a piercing _____ when ________________. Mutiny: Refusal to obey orders given by someone in charge, especially sailors or soldiers against their officers. The ship’s captain was injured when the ________ held a mutiny. 3.3 Ease: Without difficulty. The Hulk could _____________ with ease. Altering: Changing or making something different. __________ could not become ________ without altering ____________. 3.4 Brilliant: Very bright or intense. After the Alien kidnapped me, I stood looking at the brilliant colors on _____________. Clinging: Holding on tightly. I could not help clinging on to __________ as the Alien threw me from ____________.

At the Edge 1, Taking Charge

SAMPLE: S1: (Cause and Effect) Vincent Coleman stayed to send a message to the train about the burning Mont Blanc, so the people on the train were saved but he died.

Work Time: 3.1 Pushing the Limits, 3.3 Plan a Narrative Paragraph, 3.4 Writing a Narrative Paragraph, 3.5 Read with Accuracy. Interactive Reading Unit 3 Grammar Study Plan Independent Reading

Wrap Up Did the parents of Deamonte and the helicopter crew make a bad decision by putting Deamonte in charge in the first place?