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DURING READING
Guiding Comprehension
11 Target Skill Plot Structure • Literal
How is the conflict resolved?
The eagle is carried away by the wind, and it flies away.
12 Draw Conclusions • Critical
How do you think the eagle felt on its first flight?
Possible response: free, happy, grateful.
13 Target Skill Use Graphic Organizers
• Critical
Text to Text Use a Story Comparison graphic organizer to compare Fly, Eagle, Fly! to another folk tale you have read.
Accept all reasonable comparisons.
Strategy Response Log
Summarize When students finish reading the selection, provide this prompt: Imagine that you want to tell a friend what Fly, Eagle, Fly! is about. In four or five sentences, explain its important points.
Target Skill SKILLS
STRATEGIES IN CONTEXT
Graphic Organizers
A graphic organizer like the story sequence chart you created on p. 125 is a useful tool in understanding the plot structure of a text. Go back to the chart and fill in the last box for the ending of the story. Think about how the conflict was resolved.
Use the completed story sequence chart to help you write a brief summary of the selection.
SELF-CHECK
Students can ask themselves these questions to assess ability to use the skill and strategy.
  • Does the graphic organizer help me write the summary?
  • Does the summary include details about the beginning, middle, and end of the story?
  • Use Practice Book 3.2, p. 47.
Monitor Progress
then… use the Reteach
lesson on
p. 137b.
If… students have difficulty completing the
graphic organizer and writing a summary,
Target Skill Plot and Theme
Practice Book
Practice Book 3.2 p. 47
with | without Answers
Fly, Eagle, Fly! An African Tale

"Fly, Eagle, Fly! An African Tale"
retold by Christopher Gregorowski

Student Edition
Unit 4, pp. 116–129

This is a folk tale, a story or legend from another land that is handed down from one generation to the next.

One day a farmer went to search for a lost calf. He looked and called by the river and in the reeds. He searched the hillside, the valley, and the forest. Finally he began to climb the mountain. His voice echoed. Nothing. He looked in a gully to see if the calf was hiding there. Instead, on a rocky ledge, he saw something very strange. It was the day-old chick of an eagle, the king of birds. The farmer gently picked up the frightened baby bird. He would take it home. "We shall train it to be a chicken," he said.
The baby bird got along with the chickens. It learned to scratch in the dirt for food. But it began to look different as it grew older. One day a friend came by. He saw the bird with the chickens and said that it was an eagle. The farmer smiled. It was a chicken, he insisted.
The friend asked to show he was right. He caught the bird. Holding it high above his head, he told the bird it was an eagle. "You belong not to the earth but to the sky. Fly, eagle, fly!" he said. The bird stretched out its wings. Then it looked down and saw the chickens scratching. It jumped to the ground. The farmer laughed.
The next day the friend came back to try again. He asked for a ladder and took the bird with him to the top of the tallest hut. Again the friend told the eagle, "Fly, eagle, fly!" Again the bird scrambled back to the chickens. The farmer laughed even harder.
Very early the next day, before it was light, the friend woke the farmer. This time, he begged, they would go to the mountain. They would let the eagle see the sunrise. The farmer finally agreed. The two friends walked until the path grew narrow. They began to climb. The friend found a ledge and carefully set down the bird. He talked to the bird about the sun. "When it rises, rise with it," he said. Sunlight began to fill the sky. "Fly, eagle, fly!" he called one last time.
The bird slowly stretched its neck. It straightened its wings. It leaned forward, and its claws clutched the rock. Then, as the wind rose, the eagle leaned forward even more and was carried up into the sky. It disappeared, never to live with the chickens again.

From Fly, Eagle, Fly! Text copyright © 2000 by Christopher Gregorowski. Reprinted with permission of Margaret K. McElderry Books, an Imprint of Simon & Schuster Children's Publishing Division. All rights reserved.

Copyright © Pearson Education.

 
   
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ELL
Context Clues Explain that sometimes we can figure out the meaning of a difficult word by looking at the words around it. Point out the word ablaze on p. 129, paragraph 6. Have students use context clues to figure out its meaning. (meaning: alight; clues: sun's rays, light)
PRACTICE LESSON VOCABULARY
Have students provide oral responses to each question.
  1. Would you be more likely to find a gully in the mountains or in the desert? (In the mountains)
  2. If you clutched something to your body, what did you do? (Held it tightly)
  3. What does scrambled mean? (Struggled along quickly)
BUILD CONCEPT VOCABULARY
Review previous concept words with students. Ask if students have come across any words today in their reading or elsewhere that they would like to add to the Concept Web.
Develop Vocabulary