Written by TOMMY MATTHEWS Illustrations by J.R.CRAIG

WrittenWAR by TOMMY MATTHEWSELEPHANTS Illustrations by J.R.CRAIG ISBN Print: 978-1-63260-508-5 ePub: 978-1-63260-509-2

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ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author / publisher. LP

Lesson Student TABLE OF CONTENTS Plan Book

Keepers of the Desert...... 4-14 4-9

Ancient Elephantry...... 16-20 10-12

Animals in War...... 22 13

Research Integrate and Synthesize...... 24

Vocabulary...... 25

College and Career Readiness Standards...... 27 Introduce Book Students look at the front cover, read the title, author, and illustrator. Students browse the Table of Contents and book to predict what they will learn about.

First Read Teacher reads page 4 aloud. Second Read

Students read to the stop sign highlighting difficult and challenging words and phrases. Students use strategies to work through the decoding and meaning of words. Students restate or paraphrase the text to demonstrate their understanding.

Students determine the main idea, and then write it in the margins.

Paragraph(s) 1-2 Paragraph(s) 3 Paragraph(s) 4-5 Zangpo, weary from years The warrior and Zangpo, his He met Zangpo as an of fighting, must rest before elephant, have fought many orphan in the desert. another battle. battles together and share a bond of friendship.

Summarize the key idea of this passage in 25 words or less.

Zangpo and the warrior rest before another battle. They have fought together for ten years and share a bond of friendship. Third Read

Reread paragraph 4. Explain how the young warrior came to be in the desert where he met Zangpo. Underline and cite details from the text to support your answer.

In paragraph 4, the young warrior says he was an orphan of fifteen and, “much of the time, I had nowhere to go.” He said, “I would often walk into the Great Salt Desert and sit amidst the sand and wind.” It was in the desert that he met Zangpo.

Reread paragraphs 1 and 2. Underline the line in which the speaker states, “We must rest before we dance with death.” What does “dance with death” mean? Identify the strategy used to determine its meaning.

In paragraph 1, the speaker says, “We must rest before we dance with death.” He is talking to the elephant the night before a battle. Dance with death means that they will soon go into battle. In paragraph 2, the text says, Zangpo has “fought many battles” and “stomped among the pangs of death far too often.” At daybreak, “he must fight once again.” (context, word meaning)

Reader Tasks - Quick Write 1 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

1 “Sit down Zangpo. We must rest before we dance trusted friend and soldier, Zangpo, for ten years. with death.” Never once has he abandoned me, nor I him. Our bond is unshakable, and runs deep in our souls. 2 Zangpo peers at me with weary eyes. I can sense his yearning for an infinite sleep, for a life far outside the I met Zangpo when I was fifteen. I was an orphan in 4 realms of war. His heart is heavy, for he has fought Persia and much of the time, I had nowhere to go. I many battles, crossed many lands, and stomped would often walk into the Great Salt Desert and sit among the pangs of death far too often. But come amidst the sand and wind. daybreak, he must fight once again. One night, exhausted from my trek, I fell asleep. The 5 3 The sand beneath my feet is warm as I sit in my large next morning I awoke to a moist sensation on my tent alone. Visions of men screaming and elephants cheek. I slowly opened my eyes to see a gigantic el- stampeding swirl through my brain. I too am worn ephant trunk hanging over my face and a group of out. The life of a warrior is fraught with tireless jour- men surrounding me. neys. I have fought atop and alongside my most

4 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 5 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 6-7 Paragraph(s) 8 Paragraph(s) 9-10 Zangpo was a war elephant. The young warrior plans to Zangpo and the warrior rest The boy stayed with the escape with Zangpo after before the battle. men and elephants who the battle. protected desert towns and travelers.

Summarize the key idea of this passage in 25 words or less.

The boy, an orphan, joined the group of men and war elephants in protecting desert towns and travelers. He plans to escape after the battle.

Third Read

Reread paragraphs 7 and 8. Underline the line in which the author states “still young in age, yet old in experience.” What does the warrior mean by this? Identify the strategy used to determine its meaning.

In paragraph 8, the warrior says he is “still young in age, yet old in experience.” He is only 25, but as stated in paragraph 7, has “engaged in epic warfare” with “villainous men who attacked and looted vulnerable towns and wayfarers.” (context)

Reread paragraph 7. Explain why the elephant warriors called themselves “Keepers of the Desert.” Underline and cite details from the text to support your answer.

In paragraph 7, the text states, “we called ourselves the ‘Keepers of the Desert.’” They chose this name because they traveled the desert and “protected the sands from the villainous men who attacked” the desert towns and travelers.

Reader Tasks - Quick Write 2 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 6 6 I learned later the elephant was named Zangpo and violence behind. I know that the others will begrudge that he was a war elephant. Since I had no real home, our abandonment, and will try to prevent us, so they the men allowed me to stay with them. During the cannot know. We will escape the night after the battle, following days, my bond with Zangpo deepened with if we survive. mutual love and respect. This mighty behemoth, and the men, soon became my family. Evening is drawing nigh. Zangpo finally gives his 9 hind legs a break and sits in the sand. He lets out a 7 I traveled with that crew of men and Zangpo for ten deep sigh that blows the sand against the side of the years. We called ourselves the “Keepers of the Desert,” tent. The wind whistles as the hour of great anticipa- for we protected the sands from villainous men who tion sets in. Sleep will be scarce this night. attacked and looted vulnerable towns and wayfarers. We engaged in epic warfare that witnessed the slaying I drift off for what seems like a moment when I feel 10 of elephants and the trampling of men underfoot. Zangpo’s trunk caress my face with urgency. It is almost dawn. It is time to suit up. 8 Now I find myself here today, still young in age, yet old in experience. I have told Zangpo this is to be our last battle, then we are to leave this world of

5 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 6 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 11 Paragraph(s) 12 Paragraph(s) 13 The warrior suits up and The 200 men and 20 Ali, their leader, gives a promises Zangpo that this elephants will battle a tribe speech to encourage his will be the last battle. who ransack small cities. men, saying they fight with honor and bravery.

Summarize the key idea of this passage in 25 words or less.

The warrior and Zangpo join the men and elephants to fight a tribe who ransacks cities. Ali encourages his men to fight honorably and bravely.

Third Read

Reread paragraph 13. Explain where the point of view changes in this paragraph. What was the author’s purpose for this change? Underline and cite evidence in the text to support your answer.

In previous paragraphs, the story has been told in the first person, by the young warrior. In this paragraph, the warrior describes their leader and then quotes his speech in the first person. It begins with the line, “A great and powerful army is standing here before me.” By using the first person for the leader’s speech, the author makes readers feel as if they are standing there listening to the speech.

CSE Reread paragraphs 11 and 12. Analyze how the character of the young warrior is revealed CHARACTERS SETTINGS EVENTS through his dialogue and thoughts. Underline and cite evidence from the text.

The young warrior is tired of battle and longs to go home. In paragraph 11, he tells Zangpo, “We will go home after this my friend. We will know freedom. We will know peace.” In paragraph 12 we learn that he is committed to the fight for justice and peace for everyone as he says, “This is a battle for justice, for the right to livelihood and peace.”

Reader Tasks - Quick Write 3 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 8 11 I pull my copper metal chest guard over my head and Our leader, Ali, stands atop his elephant and with a 13 onto my torso. I grab my battle-axe and circular shield booming voice sparks fire in the hearts of his men. “A that bears an engraving of Zangpo clad in his armor. great and powerful army is standing here before me. Donning a sturdy helmet, I walk over to my elephant’s A legion of warriors and heroes compelled by an un- side. “We will go home after this my friend. We will quenchable drive for life! We fight today not only for know freedom. We will know peace.” our own lives, but also for the lives of our countrymen and women, who are forced to live in fear because of 12 We exit the tent quietly and find our regiment con- spineless crooks like those who sleep on the other side gregating behind the series of dunes that have given of these dunes. With honor and bravery, we wage war us cover. Two hundred men and twenty elephants, all against these wolves of death. We are the lions of life. ready to risk their lives in order to rid the desert of a So as we stride foot after foot across this beautiful and violent and ruthless tribe who ransacks small cities and harsh desolation, shoulder to shoulder as an unwaver- takes the lives of many innocent people. This is a battle ing super beast, let us not forget that life is what we live for justice, for the right to livelihood and peace. for, and death—is what we die for!”

6 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 7 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 14 Paragraph(s) 15 Paragraph(s) 16-17 After an hour marching, At this moment war The elephant riders lead the the group spies the enemy becomes real. charge. camp.

Summarize the key idea of this passage in 25 words or less.

The realization of war sets in when after marching an hour, the group spies the enemy encampment. The elephant riders lead the charge.

Third Read

Reread paragraph 17. Cite and underline words that the speaker uses to show his feeling about the elephants used in battle.

In paragraph 17, the speaker uses certain words to show his admiration for the elephants in battle. These words include “heroically”, “bellwether”, and “valiantly.”

Reread paragraph 15. Determine where the point of view point changes in this paragraph. What was the author’s purpose for this change? Underline and cite evidence in the text to support your answer.

In paragraph 15, the point of view changes when the young warrior speaks directly to the reader. It begins with the sentence, “This is the moment when the realization of war dawns upon you.” It continues until the end of the paragraph. The author uses the words “you” and “your” to indicate he is speaking to the reader. The purpose of this change is for the speaker (the young warrior) to explain his feelings about going into battle to the reader. He says, “you are traveling into the gaping mouth of death,” “tempting her to swallow you whole,” “facing all of your fears,” and “you feel utterly alone.”

Reader Tasks - Quick Write 4 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 10 14 A vigorous uproar erupts from the troupe, and my realization of war dawns upon you. Now you know blood begins to run hot as I envision what lies ahead you are travelling into the gaping mouth of death and of me. I hoist myself up onto Zangpo’s back where I tempting her to swallow you whole, facing all of your can almost see over the row of dunes in front of me. fears. You feel utterly alone; all the men and beasts are Twenty of us on elephants lead the march across but ghosts who offer only transparent solace that is in- the long stretch of desert with the rest of our infan- differently swept away by the bitter wind. try following closely behind. I can taste the arid sand on my tongue and can see the burning sun clawing Ali thrusts his spear upward, impaling the sapphire 16 up the backs of the distant purple mountains, eager sky’s stoic canopy. A final minute passes in restless to show its face. After an hour of marching, we have silence, and then he points fiercely toward our destina- eyes on the enemy encampment. All is quiet, spare the tion. The time is now. whistling wind. Zangpo and the other elephants trumpet heroically 17 15 Two hundred yards from our adversaries, Ali makes and set their stocky legs into machine-like motion. the signal for us to halt. This is the moment when the Our elephantry is the bellwether of our army, and they lead us valiantly into the perilous fray.

7 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 8 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 18-19 Paragraph(s) 20 Paragraph(s) 21-23 A flaming herd of charging The battle halts when 5 With only three elephants pigs frightens some of the armor- clad elephants left, they face the enemy elephants. appear in the enemy camp. line of armor-clad elephants.

Summarize the key idea of this passage in 25 words or less.

During the battle, a herd of flaming pigs frightens many of the elephants. The battle suddenly stops when five armor-clad elephants appear.

Third Read

Reread paragraphs 18-20. Explain what halts the attack of the elephants. Underline and cite details from the text to support your answer.

In paragraph 18, the text states that the “twenty war elephants” were in mid-run. In paragraph 19, “a flaming, screeching hoard of hogs is hurtling toward” the fleet of elephants. In paragraph 20 the text states, “most of our elephants have retreated in fear.”

Explain how the author organized paragraphs 19-21. How does this passage contribute to the development of key ideas? Underline the key ideas and text features that support your answer.

The author used a cause/effect structure to organize paragraphs 19-21. In paragraph 19, the cause is a “swarm of wild pigs,” and the effect is “some of the elephants” are “pulling back in fright.” In paragraph 20, another cause is “a group of five war elephants clad in regal armor appears in the enemy camp.” In paragraph 21 the effect is that “many of our elephantry have retreated from the swine scourge” others are “badly injured,” and they are left “with three” healthy elephants.

Reader Tasks - Quick Write 5 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 12 18 The deafening noise of twenty war elephants in battle-axe. Out of the swirling dust, an earth-shatter- mid-run saturates my ears. Sand swirls around ing roar brings the melee to a stark standstill. A group us. I can see movement ahead now. Men in black of five war elephants clad in regal armor appears in garb sprint frantically through their camp, finding the enemy camp. weapons to defend themselves. Many of our elephantry have retreated from the 21 19 Suddenly, there is a high-pitched squealing that swine scourge and we are now left with nine ele- sounds like a swarm of wild pigs. I squint hard and phants, though six of them are badly injured, much see something I have never seen before in my life. A too injured to combat a healthy, heavily armored ele- herd of pigs stream out of the middle of the camp phant. So that leaves us with three, including Zangpo. shrieking frantically. To my left, I see some of the el- Our three versus their five. ephants in our line pulling back in fright. Looking forward once again, I realize the pigs are on fire! A I quickly climb back onto Zangpo’s back and we unite 22 flaming, screeching hoard of hogs is hurtling toward with the other two elephants and their soldier coun- our fleet! terparts. Ali is with us.

20 Many of the pigs are trampled by the feet of our ele- We stand eye to eye before the line of royal-looking 23 phants, but most of our elephants have retreated in grey beasts. Ali, now with a crescent gash on his right fear. I urge Zangpo forward as we enter the outpost. cheek, smiles madly as he surveys his supporters on I climb down Zangpo’s side and fight alongside either side of him. We are with him. We are ready to my comrades. I slay one, two, three men with my kill or die on these sands.

8 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 9 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 24-26 Paragraph(s) 27-30 Paragraph(s) 31-32 Ali commands Shervin and Sensing it is his fate, Shervin Zangpo and Shervin now Zangpo retreat to save their and Zangpo retreat as Ali ride for peace, aiding those lives. and Reza advance to their in need. death.

Summarize the key idea of this passage in 25 words or less.

Commanded to retreat to save their lives, Zangpo and Shervin now ride for peace to provide aid and assistance to those in need.

Third Read

Reread paragraphs 24- 29. What can be inferred from the phrase in paragraph 29, “they lead their brave animals into a heroic yet tragic end?” Underline and cite details from the text to support your answer.

In paragraph 29, the author says, “they lead their brave animals into a heroic yet tragic end.” The reader can infer that the animals and their riders, although they fight bravely, will not survive the battle. In paragraph 24, Ali says, “We face certain death now.”

Th Reread paragraph 32. Explain how the text contributes to the development of the theme. THEME Underline and cite textual evidence to support your answer.

The theme of the story is that the bond of friendship between men and animals is strong and rewarding for both. Throughout the story, Shervin shows his affection for Zangpo. In paragraph 8, he says, “we are to leave this world of violence behind.” Zangpo, in turn, is loyal to the cause and his rider. In paragraph 31, the text says, “Zangpo too is reluctant to leave.” In paragraph 32, the relationship is summed up with the words “tears roll down my cheeks and I smile to know that Zangpo will never again be subjected to the nightmare of war.”

Reader Tasks - Quick Write 6 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 14 24 I am to the right of Ali. He turns his head, peers into “Thank you Ali, my mentor and my brother. I will 28 my eyes, and avows, “You are my friend Shervin. I am never forget you.” honored to have fought with you, and I am honored to fight with you now. You and Zangpo have been With that, he raises his spear, Reza raises his, and they 29 among my best soldiers. We face certain death now. lead their brave animals into a heroic yet tragic end. You are young and I want you to live. I had a dream this past night that it is your destiny to be free of I see the elephants collide amidst shouts. Tusks clash 30 this war and hardship. You and Zangpo have paid and impale thick and leathery hide. White tusks are your dues to the sand, so I am relinquishing you of splattered with red sorrow. your duty.”

It takes every ounce of my resolve to turn Zangpo 31 25 “But Ali, I…” around and leave my brothers in the heat of battle. Zangpo too is reluctant to flee. However, we turn our 26 “No Shervin. I am in command and this is my final backs on that melee and take our first steps toward a order for you. Reza and I will charge forward and you new life. will retreat. There is a town east of here that you may reach in two days travel. Stock up at our camp and go. Tears roll down my cheeks and I smile to know that 32 Go and do not return.” Zangpo will never again be subjected to the nightmare of war. These elephants are not meant to be

27 I stare in disbelief at Ali. I have no words to counter violent. They are not born for war. I am doing as such adamancy. His dream also cements this fate of Ali instructed, and Zangpo and I now ride only for mine that I have been sensing. peace. We bring this peace now not with war on those who steal and hate, but with kindness and assistance to those who are in need.

9 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 10 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 33 Paragraph(s) 34 Paragraph(s) 35 In ancient times, elephants First used to transport Because of the difficulty were used in warfare. supplies, elephants were in controlling them, the later trained to fight. mahout, or driver, had an important role.

Summarize the key idea of this passage in 25 words or less.

Elephants were first used to transport supplies and then for fighting. The mahout’s job was important because the elephants could be difficult to control.

Third Read

Reread paragraph 34. Analyze the change in use of elephants for warfare. Underline and cite textual evidence.

In paragraph 34, the text states, “elephants initially were used as a means of transportation for supplies.” Later, “war elephants were trained to raise their front legs to avoid obstacles.” Finally, their “Training also included marching straight or zigzagging, trampling men and horses, fighting other elephants, and charging at strongholds or buildings.”

Reread paragraph 35. Identify the claim the author makes in this paragraph. Underline and cite evidence the author gives to support the argument or claim

In paragraph 35, the author claims, “one of the most important aspects of training a war elephant was developing a strong relationship between the elephant and the mahout, or driver.” He supports this claim with the sentences “the mahout was the guiding voice of the elephant. Therefore the mahout needed to gain and cultivate trust.”

Reader Tasks - Quick Write 7 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

also included marching straight or zigzagging, trampling men and horses, fighting other elephants, and charging at strongholds or buildings.

One of the most important aspects of training a war 35 elephant was developing a strong relationship between the elephant and the mahout, or driver. The mahout was the guiding voice of the elephant. Therefore, the mahout needed to gain and cultivate trust. Elephants were notorious for acting skittish or panicking in un- familiar situations. For some soldiers, elephant unpre- dictability during battle was a huge concern. Therefore, the mahouts would carry hammers and chisels that would be used to sever the spinal cord of the elephant Mahout on an elephant, gouache on paper, Murshidabad, India; 18th century in case it became frenzied and uncontrollable. Simi- larly, only male elephants were chosen to fight. Female 33 In ancient times, elephants were often employed as an elephants would run away from males during combat. effective method of warfare. Elephants are large and if well trained, could be utilized to wreak havoc upon enemy encampments. In a way, they were a substantial, intimidating new force on the battlefield in much the same way that tanks were in World War II. Elephants were featured in many historic battles and represented a milestone in the history of human combat.

34 The first use of an elephant for war purposes dates back thousands of years, most likely in Syria. Accounts from as early as 1500 BC often are considered to be among the original recorded uses of war elephants. Elephants initially were used as a means of transportation for supplies during long marches and battles. Over time, elephant training became more sophisticated. War elephants were trained to raise their front legs Great Mogul And His Court Returning From The Great Mosque At to avoid obstacles such as fences or trenches. Training Delhi India by Edwin Lord Weeks, oil painting (cropped)

10 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 11 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 36 Paragraph(s) 37 Paragraph(s) 38-39 Fire-hardened leather made Although their trunk is War elephants provided armor for added safety for sensitive, war elephants many advantages in battle, the elephants. were trained to use them as but causing panic could weapons. defeat them.

Summarize the key idea of this passage in 25 words or less.

Armor-clad elephants, trained to use their trunks as weapons, provided advantages in battle, but could be defeated if panicked.

Third Read

Reread paragraph 37. Explain how an elephant’s trunk could be considered a weak point and also an asset in battle. Underline and cite details from the text to support your answer.

The elephant’s trunk was a weak point in battle, but also one of its assets. In paragraph 37, the text states, “Elephants are very sensitive about their trunks,” and “they would often attempt to protect it during battle.” The text continues: “A war elephant’s trunk was also one of its most valuable weapons”...“Enemy soldiers could be crushed or tossed aside,” and later, elephants were trained to “swing and hurl a devastating weapon.”

Reread paragraph 39. Explain the relationship between the use of elephants in battle and methods developed to defeat them. Underline and cite textual evidence.

As “War elephants became a common sight in the combat zone,” it became necessary to find ways to defeat them. In paragraph 39, the text states, “Causing panic was the key to defeating elephantry.” Panic could be caused by “attacking their trunks,” or the “use of war pigs.”

Reader Tasks - Quick Write 8 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Ears cover the shoulder orehea has Forehead curves two hps he a ps Ears don’t cover sooth the shoer he a arhes

rn has two “fingers” rn has one “finger” Four or five toes hree toes Five toes or toes

36 In addition, elephants have very thick skin that offers War elephants provided many advantages to soldiers 38 decent protection during a fight. However, armor was on the battlefield. Primarily, they could cause great eventually placed on elephants to enhance their safety. physical destruction themselves. They were also effec- Initially, ox hide was the primary source of armor. Over tive in a nonviolent fashion. A line of gargantuan ele- time, leather that was moistened and shaped around phants equipped with armor and towers on their backs an elephant’s specific features would be fire-hardened called howdahs, could instill a considerable amount of and placed on the elephant. This proved to be much fear into an opposing force. This could at times be suf- better armor. Oftentimes, veterinarians trained specif- ficient to pressure the enemy to retreat. Furthermore, ically to dress the wounds of injured elephants, trav- war elephants provided great lookout points for riders eled along during war. atop their backs. Soldiers could also use howdahs as effective places from which to shoot arrows or throw 37 Elephants are very sensitive about their trunks. There- spears at enemy forces. fore, they would often attempt to protect it during battle. However, a war elephant’s trunk was also one War elephants became a common sight in the combat 39 of its most valuable weapons. Elephants were trained zone. As a result, warriors discovered how to expose to use their trunks to fight, rather than have them their weaknesses. Causing panic was the key to de- shielded during battle. Enemy soldiers could be feating elephantry. This was achieved by attacking crushed or tossed aside by an elephant’s trunk. Later, the elephant’s trunk. The constant hurling of spears more sophisticated attack methods were developed. and shooting of arrows at them was also effective. The For example, in India and Sri Lanka, soldiers would use of war pigs also became a successful ploy. Squeal- attach chains with balls to the ends of the trunks, so ing pigs frightened elephants and would cause them that the elephants could accurately swing and hurl a to retreat in great terror. Much of the elephants’ own devastating weapon. army could be crushed in such an event.

11 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 12 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 40-41 Paragraph(s) 42 Paragraph(s) 43-44 The sight of Persian war The elephants were Gunpowder and cannons elephants frightened the unused in the battle which lessened the effectiveness of army of Alexander the Alexander won. elephants in battle, and they Great. He acquired the elephants returned to their original for his regiment and added use for transportation of more during his conquests. supplies.

Summarize the key idea of this passage in 25 words or less.

Elephants were used in Alexander’s conquests. Later, the invention of gunpowder and cannons lessened their effectiveness and elephants were again primarily used for transportation.

Third Read

Reread paragraph 43. Explain what caused the use of elephants in battle to wane. Underline and cite details from the text to support your answer.

In paragraph 43, the text states that gunpowder was introduced in the late 1400’s. With this invention, came “the advent of the cannon.” “A cannon ball could greatly injure and elephant with one blow.”

Determine the main idea of paragraph 33-44. Create a subheading for these paragraphs that restates the main idea. Underline and cite textual evidence to support your answer.

Answers will vary. A title for this section of text might be “Elephants in Battle.” Paragraphs 33 and 34 describe the first uses of elephants in war. Paragraphs 35-37 describe their training for war. Paragraphs 38-39 describe advantages and disadvantages of their use. Paragraphs 40-44 list specific instances of their use.

Reader Tasks - Quick Write 9 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Bust of Alexander the Great Mosaic of the Battle of Issus, Naples National Archeological Museum Alexander the Great is depicted on the far left.

40 One of the most notable uses of war elephants came the process, he acquired the fifteen elephants for his during Alexander the Great’s worldwide conquest. own regiment. With the addition of this elephantry Persian forces had assassinated his father, the King force into his army, Alexander eventually conquered of Macedonia. This spurred Alexander’s desire for all of Persia. He continued to add more war elephants revenge. He gathered his troops and led them into to his army during the rest of his five-year conquest. Persian lands. In the late 1400s, gunpowder was introduced. This 43

41 As a result, the use of elephants for war purposes had caused the use of war elephants to wane. Bullets spread from India into Persia. Eventually, they were fired from muskets had little impact on elephants. adopted as a tactic to combat Alexander. Fifteen war Conversely, the advent of the cannon considerably elephants were positioned along the Persian front line changed the position of elephants on the battlefield. at the Battle of Gaugamela in 331 BC. The intimidating A cannonball could greatly injure an elephant with appearance of the behemoths made a substantial one blow. impact on Alexander. Alexander was frightened and wanted to protect his army. Consequently, he made a In Thailand, war elephants were used until the late 44 sacrifice to the God of Fear the night before the battle. 1800s. This was mostly for traversing difficult terrain. Afterwards, elephants returned to their original 42 Fortunately for him, it is claimed that the elephants role of providing transportation and pulling heavy were largely unused during the battle. Their absence equipment or machinery for armies off the battlefield. was due to fatigue from the previous day’s long This occurred during World War I and II. Supposedly, march. Therefore, Alexander and the Macedonian the last time an elephant was used for war purposes army succeeded handsomely against the Persians. In was in 1987, in Iraq, to transport large weapons.

12 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 13 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 45-46 Paragraph(s) 47-49 Paragraph(s) 50 Dogs were used for a variety In more recent times, carrier A medal of honor was of purposes in war since pigeons, sea mammals, bestowed on a cat for ancient times. and glowworms have been ridding a ship of rats. used.

Summarize the key idea of this passage in 25 words or less.

Many animals have been utilized for purposes of war. A medal of honor was awarded to a cat for his service.

Third Read

Reread paragraph 50. Explain the significance of the Dickin Medal. Underline and cite details from the text to support your answer.

In paragraph 50, the text states the Dickin Medal “was an honor bestowed on animals who served during World War II.” The awarding of this medal to animals shows that people recognize their importance to humans in the battlefield.

Explain how the photographs help develop an understanding of animals in war. Underline the specific lines of text to which the photographs refer.

The photographs show some of the many animals that have been utilized in battle. In paragraph 45, the text states, “Elephants are not the only animals that have been utilized for purposes of war. Dogs, carrier pigeons, sea mammals, glow worms, and even a few cats all have been used at one time or another.”

Reader Tasks - Quick Write 10 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Animals In War

45 Elephants are not the only animals that have been utilized for purposes of war. Dogs, carrier pigeons, sea mammals, glow worms, and even a few cats all have been used at one time or another. Photo: U.S. Navy U.S. Photo:

Various sea mammals also have been tasked for as- 48 sorted wartime functions. Dolphins, seals, sea lions, whales, sharks, and rays all have played a role at some point. These mammals have mainly been used for purposes of testing, retrieval, and mine location. Photo: U.S. Air Force U.S. Photo:

Trained attack dog Samo leaps forward toward a decoy’s arm wrap as Tech. Sgt. David Adcox restrains him.

46 Dogs have been used by many civilizations. This (Lt) Bainbridge Photo: practice started as early as the 7th century BC and has The British employed glowworms during World War 49 continued until modern times. Over time, the role of I. The trenches at the front lines of battle were very dogs has been varied. While some were trained for dark. Therefore, glowworms were collected in jars combat purposes, dogs also served as scouts, sentries, and applied as a source of light. trackers, and for the purpose of transportation. British naval ships often used cats to combat rats. 50 47 The Franco-Prussian War, in 1871, saw the first use One cat, named Simon, was awarded the Dickin of carrier pigeons. The birds were utilized to fly mes- Medal. This medal was an honor bestowed on animals sages from besieged French troops in Paris. The use who served during World War II. Simon, even after of carrier pigeons for military purposes was halted in being injured in a cannon blast, still managed to rid 1996. Switzerland, the last country still maintaining a a ship of an army of rats that was plundering the pigeon section, disbanded the force. ship’s rations.

13 6-8 rade Band

Integrate or synthesize information from two sources on the same topic. Use this book as one of the sources. Enter the titles or websites of the two sources in the space provided. Enter 4-5 facts from each source. Using the facts from both sources, write a short research paper of one or two paragraphs.

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Integrate or synthesize information from two sources on the same topic. Use this book as one of List unknown vocabulary words on the chart provided. Give a brief deﬁnition from a print or the sources. Enter the titles or websites of the two sources in the space provided. Enter 4-5 facts digital source. Create your own link (image, symbol, word association). Brieﬂy explain the impact from each source. Using the facts from both sources, write a short research paper of one or two of the word choice on the tone or meaning of the text. paragraphs.

P 1 2

P L P P

College and Career Readiness Standards

LITERATURE INFORMATIONAL TEXT

RL.1 Details in Text RI.1 Details in Text

Th THEME RL.2 Theme RI.2 Main Idea, Summary

CSE

CHARACTERS SETTINGS EVENTS RL.3 Characters, Settings, and Events RI.3 Relationships

RL.4 Words and Phrases RI.4 Words and Phrases

RL.5 Text Structure RI.5 Text Structure

RL.6 Point of View RI.6 Point of View

RL.7 Media RI.7 Visual Information

COMPARE CONTRAST RL.9 Compare & Contrast RI.8 Reasons and Evidence

COMPARE RL.10 Text Complexity CONTRAST RI.9 Compare and Contrast

WRITING RI.10 Text Complexity

W.9 Research, Integrate and Synthesize SPEAKING AND LISTENING

W.10 Range of Writing - Quick Writes SL.1 Collaborative Discussions

SL.2 Summarize EAN