Scott Foresman Reading Street

	Build vocabulary by finding words related to the lesson concept.
	Listen for cause and effect relationships.

affectionate loving

collar a leather or plastic band or a metal chain for the neck of a dog or other pet animal

territory an area, such as a nesting ground, in which an animal lives, and which it defends from others of its kind

then… review the lesson concept. Place the words on the web and provide additional words for practice, such as game and climate.

If… students are unable to place words on the web,

Check Vocabulary

Whole Group
Introduce and discuss the Question of the Week. Then
use pp. 304l–306b.

Group Time

Reading

Differentiated Instruction

this week's Leveled Readers. See pp. 304f–304g for the small group lesson plan.

Whole Group
Use p. 331a.

Language Arts
Use pp. 331e–331h and 331k–331m.

Grouping Options

Set Purpose

Read the introduction aloud. Have students listen for the effect of Elsa's meeting a wild lion.

Creative Response

Encourage students to imagine that they are field reporters observing the release of Elsa. Have them work with a partner. One partner should be a camera person while the other gives a "live" report describing what is taking place. Students should then switch roles. Drama

Build Background Before students listen to the Read Aloud, ask them what they know about lions in Africa.

Access Content Before reading, share this summary: Two people, Joy and George, live in Africa. They have a young lioness named Elsa that they want to set free. This part of the story tells how they know Elsa is ready to be released into the wild.

Homework Send home this week's Family Times newsletter.

Build Concepts

FLUENCY

MODEL APPROPRIATE PHRASING As you read “Elsa,” model grouping words

together and using commas to read with appropriate phrasing. Select a sentence
with a comma, such as “However, we left her where there was plenty
of game, hoping that hunger would force her to attack.” Read it once, reading
each word in a staccato manner. Then reread the sentence using appropriate
phrasing, grouping together words. However / we left her / where there was
plenty of game / hoping that hunger / would force her to attack.

LISTENING COMPREHENSION

After reading “Elsa,” use the following questions to assess listening
comprehension.

Why does the author go to a place ten miles away from Elsa? (Elsa made friends with another lion in the wild.) Cause and Effect
How did the author know Elsa was hunting and eating on her own in the wild? (She brought her a buck to eat, but Elsa did not want it.) Draw Conclusions

BUILD CONCEPT VOCABULARY

Start a web to build concepts and vocabulary related to this week’s lesson and
the unit theme.

Draw an Animal Freedom Web.
Read the sentence with the word affectionate again. Ask students to
pronounce affectionate and discuss its meaning.
Place affectionate in an oval attached to Difficulties in Setting Free. Explain
that affectionate is related to this concept. Read the sentences in which collar
and territory appear. Have students pronounce the words, place them on the
web, and provide reasons.
Brainstorm additional words and categories for the web. Keep the web on
display and add words throughout the week.

several times joined up with other lions. But she was as affectionate as ever
when she saw us again.

We now began to wonder whether we could release Elsa back to the wild
instead of sending her to join her sisters, as we had originally intended. It
would be an experiment worth trying, and we thought we would take her to a
place where there was plenty of game, spend two or three weeks with her, and
if all went well leave her.

Elsa traveled in the back of my truck and the morning after our arrival we
took off her collar to show her that she was free. She hopped onto the roof of
the Land Rover and we set off to explore the territory.

Up to now we had always given her her meat cut up. Although she knew how to retrieve we were not sure whether she knew how to cope with a dead animal, but if she was to be left alone she would have to learn. To our surprise and delight we discovered that even though she had had no mother to teach her she knew exactly what part of an animal was eatable and what should be buried. But she had no idea how to kill. However, we left her where there was plenty of game, hoping that hunger would force her to attack.

But she hated being left on her own and when we went to see her she was
terribly hungry and had obviously not eaten since our last visit. After we had
given her a meal she fell sound asleep.

We decided to move her to a climate which would suit her better.

The new home we chose for her was only some twenty miles from her birthplace. It was a really beautiful place with a river running through it where many wild animals came to drink.

We stayed with her for several months while she learned all the things her
own mother would have taught her. One afternoon she refused to go for a
walk with us and disappeared until the next morning. We realized she had
made friends with a wild lion and that the time had now come.

We therefore drove to another river ten miles away where we planned to

spend a week before returning to see how she had managed without us.
Although I knew it was for her good, I could not help feeling we were deserting her.

continued on TR1

by Joy Adamson

The true story of a lioness who was brought up from cubhood by Joy Adamson
and her husband, a senior game warden; they taught her to stalk and kill for
herself so that she could be set free into the African Jungle. Elsa's sisters
were sent to the Rotterdam Zoo, but Elsa and the Adamsons had grown quite
fond of each other. Here's how Elsa finally learned how to be free.

lsa began to show an increasing interest in going off on her own. She
was nearly two years old and her voice was getting much deeper.
Often she stayed away for two or three days and we knew that she