Lesson Plan: Freedom for Flora

Essential Questions

• What do we owe to animals in our care? How can we make sure they have good lives?
• What does it mean to be free? How do animals and people experience freedom differently?

Literature Connection

• Novel: Chained by Lynne Kelly
• Novel: The One and Only Ruby by Katherine Applegate

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Preview the text features by asking the following questions:

• Read the article’s title and subtitle. What does freedom mean to you? When do you feel most free? When do you feel your freedom is limited? Answers will vary. Sample answer: Freedom means making my own choices. I feel most free when I’m outdoors, hiking or doing other activities I enjoy. My freedom feels limited when I have to follow a lot of rules or do chores.
• Look at the images and captions in the article. What are three things you can learn about Flora, or about elephants in general, from these text features? Sample answer: Elephants eat a lot of food each day, sanctuaries provide medical care for elephants, and elephants play together.

Preview Vocabulary (10 minutes)

• Point out the vocabulary box. Read the words (majestic, attractions, herd, captivity, retire, sanctuary) aloud and discuss their definitions.
• Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

• Set a purpose for reading by telling students that the article “Freedom for Flora” tells the inspiring story of an elephant raised in a circus who found a new life at a sanctuary.
• Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
• Tell students that as they finish each section, they should think about how the text features on the page (e.g., photos, captions, and section headings) relate to what they’ve just read.
• Point out the activity at the end of the article and tell students they’ll complete it after reading. Encourage them to keep the Think About It! question at the bottom in mind as they read.

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

• In the introduction, how does the author describe Flora’s circus life? What feelings might this create in readers? (author’s craft) The author begins by describing Flora performing in a circus tent, catching bowling pins and waving goodbye to a cheering crowd. Then the author mentions Flora’s sad eyes and nervous movements. Readers might go from feeling amused and impressed to feeling worried.
• How did circus life affect Flora’s moods and behaviors? (cause and effect) Circus life involved doing tricks and living in small spaces, which aren’t natural for elephants. While Flora was treated better than most circus elephants, she still couldn’t roam freely or spend time with other elephants. She was lonely and bored. She also didn’t know how to behave around other elephants when she met them at the Elephant Sanctuary. She was rough with the other elephants and scared them.
• What actions did David Balding take to make Flora’s life better? (key details) Balding decided to retire Flora from the circus and searched for a place where she could live a more natural life. He found the Elephant Sanctuary in Tennessee, where Flora could roam freely and get the care she needed. He visited to make sure the sanctuary was right for Flora, and then he brought her there.
• How did the caretakers at the Elephant Sanctuary help Flora adjust to her new home? (problem and solution) The caretakers rewarded Flora with treats to help her learn to stay calm. They also slowly introduced her to other elephants, feeding the animals together and placing their homes near each other. These actions helped Flora form friendships and get used to her new life.

Critical-Thinking Questions (10 minutes)

• How have ideas about elephants in circuses changed over time? What do you think caused the change? Sample answer: It seems like in the 1800s and 1900s, many people felt fairly comfortable with the role elephants played in circuses. In recent years, people have realized that circus life isn’t healthy or natural for elephants. This change may have happened because more research was done recently, and we now know more about elephants. 
• David Balding says he loved Flora. Do you think his treatment of her supports that statement? Why or why not? Sample answers: Yes; Balding made sure Flora was treated better than most circus elephants, and he found her a new home when he realized she was unhappy. No; Balding should never have made Flora perform in a circus.

• Have students work in pairs to complete the Spotlight Skill Workout: Text Evidence activity. As a class, discuss students’ answers and the Think About It! question.
• Have students work independently to complete our Sequence of Events Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
• Writing prompt: Write an argument paragraph to answer the following question: Should wild animals ever be used for entertainment? Use details from the article “Freedom for Flora,” as well as your own reasoning and information from other sources, to support your answer.