illustration of two large tigers running in water with the moon behind them
Vaclav Sebek/Dreamstime.com (Left Tiger); OndR˘ej Prosický/Dreamstime.com (Right Tiger); Andrii Biletskyi/Dreamstime.com (Beach)

The Last Tigers

The year: 2050

The threat: A new virus

The mission: To save the big cats before it’s too late 

By Elise Broach and Naomi Hauser
From the May/June 2021 Issue

Learning Objective: Students will identify plot points, helping them to understand how the main character navigates challenges, in a suspenseful science fiction story about rescuing the last two Malayan tigers in the year 2050.

Lexile: 700L-800L
Guided Reading Level: V
DRA Level: 50
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Plot

As you read, look for how the action of the story builds to a suspenseful peak before the main character’s problem is solved. 

In the blue light of evening, Skyler watches the tigers laze beneath the trees, their tails twitching. Even in Florida, far from their native Malaysia, the big cats seem content. It will be night soon, and Skyler shivers despite the muggy heat. She’s always been afraid of the dark, but tonight her fear goes deeper. Her father’s nature preserve is the only home these two tigers have ever known . . . and now, it is about to be taken away from them.

“We have to move them tonight,” her father had said an hour ago, his face grim. “If we wait until tomorrow, Nina says it will be too late.”

Skyler’s heart had clutched. She’d known something was wrong when her father’s friend Nina called three times that afternoon, the phone conversations increasingly frantic.

Charlie and Lulu are the last of their kind. Thirty years ago, before the great pandemic of 2020, there were a few hundred Malayan tigers left in the wild. But after a terrible virus gripped the planet, it was believed that medicine made from the tigers’ hearts could offer a cure for future viruses. The tigers were hunted, captured, and killed.

Now, in 2050, it is happening again: a new virus, a new threat to the tigers. Nina has learned from a friend at the Better Drug Agency that tomorrow, people from her lab are coming to take Charlie and Lulu away.

Skyler cannot bear to think about this. She grew up with the tigers, and over the years, she has come to look like a tiger herself. Her brown hair has tawny stripes. Her dark eyes have golden streaks. Her tanned skin has long, silvery scars from where the tigers have scratched her. She loves the tigers, so she loves the scars. Each scar tells a love story.

She crouches on the damp ground where the tigers lie, their massive bodies camouflaged by leaves. Their soft fur slides through her fingers. “Charlie, Lulu, time to move you,” she sings.

Skyler has been singing to the tigers since they were cubs, when they were as afraid of the dark as she was, scared of its secret noises and flitting shadows. Filling those dark spaces with her voice helped them all to be brave. Tonight, she must sing the tigers to safety. If Charlie and Lulu die, there will be no Malayan tigers left. How can the world not care?

“People are afraid, Sky,” her father says.

Skyler’s father has told her stories about the pandemic of 2020—about hospitals crowded with sick people and long lines at grocery stores. People couldn’t hug or hold hands. They stayed home from work, from school. Apparently, back then, kids used a computer program called Zoom to see their teachers and classmates on the screen. It sounds so primitive to Skyler, so different from VR Classroom and VR Field Trip, which her school uses for remote science experiments and trips to Tokyo or Paris.

Her father says the pandemic was a hard time but also a time of great courage. “We learned to be careful but also brave,” he tells Skyler. “That’s how we made it through.”

They will make it through this time too, he says. But first, they have to save the tigers. He has a plan: Nina lives on her own island, not far from shore, where the tigers will be safe.    

Now Charlie butts under Skyler’s hand and chuffs—a throaty, blowing noise that means he’s happy. Lulu rolls onto her back, her white belly lifting toward Skyler’s hand. Despite their love for her, the tigers could kill Skyler with one flick of a paw, one crunch of their jaws. Her father says, “Never assume you’re safe. With wild animals, instinct is stronger than anything.”

How do you love something that could kill you? Very carefully.

Skyler always keeps her sound-beam handy. It looks like a flashlight, but with one press of the button it glows orange, producing a sound and a laser beam that stop an animal from moving without hurting it, unlike the cruel stun guns and tranquilizer darts of the old days.

Suddenly, Skyler hears footsteps on the path. The tigers hear them too.

Her father rushes into the clearing, alarmed. “The people from the Better Drug Agency came early—their trucks are at the front gate!”

“Oh no!” Skyler cries, scrambling to her feet. The tigers rise too, alert, golden eyes glowing in the dusk.

There is only one entrance to the nature preserve, a long, winding drive from the highway to the front gate. Otherwise, this vast stretch of tropical forest and swamp is surrounded by a tall electric fence.

Her father scans the forest. “There’s no time, Sky. I have to let the BDA agents in. They’ll tear this place apart if I don’t.”

“But the tigers,” Skyler wails.

Her father’s jaw tightens. “Nina can be at Pelican Point with her boat, but we have to get them out of here NOW . . . without being seen.”

Skyler feels a flicker of hope. “Can we cut a hole in the fence?”

“Not unless I turn off the power. And besides, it’s too risky to go across the highway with the tigers.”

“Wait,” Skyler says suddenly. “What about going under the highway?”

They stare at each other. “The old drainage pipe,” her father says slowly. “That might work, Sky! Quick, bring the tigers.”

As her father disappears into the forest, Skyler sings urgently, “Lulu, Charlie, walk behind me.”

They follow her down the dark path. An armadillo waddles into the bushes. A wild boar browses nearby. Ahead, almost hidden by vines, Skyler sees the dim outline of the drainage pipe. Her father struggles to remove the rusty grate.

Yanking off the cover, he looks at Charlie and Lulu. “Will they go through it?”

The pipe is huge and dark, like a tunnel, like a cave. Skyler can’t imagine stepping into it.

Her voice quakes. “How long is it?”

“A few hundred feet. The other end is only a mile from the beach where Nina will have her boat. But Sky . . .”

Skyler’s whole body quivers. The tigers pace back and forth, staring into the black pipe.

Her father crouches beside her, his face close to hers. “I have to stay here to deal with the BDA agents. Can you do it? Will they follow you?”

Skyler looks at the tigers, then at her father. She tries to sound strong. “They’ll follow me if I sing to them.”

He hugs her close. “Follow the pipe to the creek, then the creek to the beach. I’ll tell Nina to be there. And hold on to your sound-beam.”

Skyler stands at the lip of the pipe. The tigers mill around her, ears pricked, full of tense energy.

“Charlie, Lulu, do what I do,” she sings softly.

The pipe is a gaping black hole. She can’t seem to breathe.

Charlie and Lulu come to her. Skyler feels the warmth radiating from their bodies, the rippling of their skin.

She steps into the blackness.

Charlie pads past her. Lulu follows her.

Skyler hears the clank of the grate closing behind them, and then her father’s quick steps, fading.

At first, she can’t see anything. She lifts her cell phone, but its light barely dents the darkness. Ahead, she glimpses the shadowy slope of Charlie’s back. Behind her, she feels Lulu’s hot breath. She hears small crackles, distant rustlings.

Her neck prickles with fear.

Skyler begins to sing, her voice echoing: “Lulu, Charlie, don’t leave me.”

The pipe has a thin stream trickling through it, and soon Skyler’s sneakers are soaked, squelching with each step. She keeps going.

She can’t tell how far they’ve come. What if her father is wrong? What if the pipe doesn’t lead to the creek? What if it doesn’t lead outside at all?

Suddenly, Charlie stops, tail twitching. Skyler edges around him, peering into the blackness.

Then she sees it, coiled in the light of her cell phone. Its patterned skin glistens.

A python!

Behind her, Charlie crouches, tight as a spring.

The huge snake slithers toward them through moist leaves.

Skyler fumbles for her sound-beam.

For a second, she is trapped between a tiger about to pounce and a snake about to strike. Her trembling hand grips the sound-beam, thumb on the button. Zap!

The orange beam hits the python. It is frozen . . . so close, but unable to harm them now.

Skyler takes a deep breath, stepping over the python’s limp body. “Charlie, Lulu, snake won’t hurt you,” she sings.

The tigers follow.

Now the darkness bears down all around them, and Skyler has to fight the urge to run. But Lulu pauses, lifting her head, sniffing. Skyler smells it too: the strong scent of seawater, of kelp and fish and shells. She hears the distant crash of waves.

Far ahead is a circle of light: the open mouth of the drainage pipe! Beyond it, moonlight flickers on water. Pelican Point glows on the horizon, a pale strip of sand.

Together, Skyler and the tigers emerge onto the bank of the creek. They have made it through the darkness.

Skyler gulps the damp night air and pushes through the tall reeds, slipping on mud.

The tigers hurry too. They love the water, love to swim. Charlie is trotting, Lulu running ahead.

“Lulu, Charlie, stay here with me,” Skyler sings, rushing to keep up.

Together, they come out of the creek onto the sand, which shimmers under the sliver of moon.

Across the beach, a figure moves swiftly toward them.

“Skyler!” It’s Nina, waving. “You did it! Bring them to the boat. Your dad is on his way.”

Charlie and Lulu lope toward the water, splashing along the shore. For a minute, Skyler watches them. Nothing is more beautiful than these tigers in the moonlight, playing in the waves.

But it is time to go.

“Charlie, Lulu, now we’ll save you,” she sings.

They turn toward her voice. As Skyler and Nina walk down the beach, the tigers follow, ambling toward the safety of the boat, toward the promise of their future lives.

This story was originally published in the May/June 2021 issue.

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Can't-Miss Teaching Extras
Explore the Storyworks Archive

If your students enjoy science fiction or fantasy stories, share “Mars Needs Guitars,” from our February 2019 issue, and “The Day It Rained Cats,” from our September 2016 issue.

Write a Sci-Fi Story!

Share Scholastic Teacher’s Science Fiction Story Starters game with students and have them generate creative writing prompts that will spark story ideas that include sci-fi elements.

Read More from Elise Broach

The author of this story, Elise Broach, has written several critically acclaimed books that will delight your students, including The Wolf Keepers, an adventurous mystery about a zookeeper’s daughter and a runaway boy. 

Watch a Malayan Tiger

Although there are still more than two Malayan tigers left, they are a critically endangered species, with only about 150 living in the wild. Show students this video from the Houston Zoo, in which they will meet Berani, a Malayan tiger that lives there. (You might then have students read the debate in this issue about whether animals belong in zoos.)

More About the Story

Skills

plot, author’s craft, interpreting text, characters’ motivation, setting, details,
character’s conflict, detail, character, inference, connecting to text

Complexity Factors

Levels of Meaning

Set in the year 2050, the story imagines that a new virus is sweeping the globe and tiger hearts are thought to offer a cure. The main character must rescue the last two Malayan tigers on Earth. The story emphasizes the importance of protecting animals and facing one’s fears for a greater purpose.

Structure

The story is mainly chronological, taking place in an imaginary future and including brief flashbacks to the 2020 Covid-19 pandemic. It’s told from the first-person point-of-view and in the present tense.

Language

The story contains challenging vocabulary, such as tawny and primitive. It includes metaphors, rhetorical questions, and other figures of speech, as well as rich descriptive language.

Knowledge Demands 

Familiarity with the science fiction genre will be helpful; students must understand that the story takes place in a world both similar to and different from our own. The text refers to VR (virtual reality), the computer program Zoom, creatures such as armadillos and wild boars, and geographic locations like Tokyo and Paris.

Step-by-Step Lesson Plan

1. Preparing to Read

Engage Students, Preview Text Features, and Set a Purpose for Reading

  • Invite students to imagine it’s the year 2050, and they are 29 years older than they are now. Ask: Looking back on your life today, how do you think you would describe the year 2020 or 2021? Have them jot down notes then share their ideas with the class. Remote-learning tip: If you are teaching remotely, have students add their ideas to a shared document.

  • Tell students that they are about to read a story set in 2050, so the events come from the author’s imagination. (Also, make sure they know that the part about killing tigers to use their hearts to make a cure for a virus is made up for the story.)

  • Point out the picture of Naomi Hauser on page 11 and explain that she created the story’s main character, Skyler, for our Create a Character contest! Then show our video interview with Naomi and author Elise Broach to pique interest in the story.

  • Distribute or assign our Vocabulary Skill Builder (available in your Resources tab) to preview five words. Students will also be able to add other unfamiliar words from the story. Vocabulary words include frantic, tawny, primitive, tranquilizer, and kelp

  • Prompt students to read the Up Close box to set a purpose for reading.

2. Reading and Discussing

First Read: Get to Know the Text (20 minutes)

  • Have students read or listen to the audio of the story independently at home. 

Second Read: Unpack the Text (30 minutes)

  • Put students in small groups in your classroom or in video breakout rooms. Ask them to discuss the close-reading questions in the margins. Circulate among the groups to listen to discussions. This can be a good way to informally assess where students are. Answers follow. (In some cases, you’ll need to refer to the story to see the context of the question.) Then have them discuss the critical-thinking questions.

Answers to Close-Reading Questions

  • How does the author create suspense in the first paragraph? What does this opening make you wonder? (author’s craft, p. 11) The author, Elise Broach, creates suspense by telling us that Skyler, the main character, is deeply afraid of something, but we don’t yet know what it is. Broach also says that the tigers’ home, the only one they’ve ever known, is about to be taken away. This opening makes you wonder what Skyler is afraid of and why the tigers’ home is going to be taken away. What will happen to the tigers?

  • What do you think the author means by this? How might Skyler’s scars tell stories? (finding the meaning, p. 11) The author probably means that each scar reminds her of a moment in the tigers’ lives and something that happened while she was lovingly taking care of them. Each scar has a story behind how Skyler got it. 

  • Why do Skyler and her dad want to save Charlie and Lulu? (characters’ motivation, p. 11) Charlie and Lulu are the last two Malayan tigers left on Earth. Skyler and her dad don’t want the species to go extinct. Also, they love Charlie and Lulu and can’t bear to have them killed.

  • When does the story take place? What details in the story so far help you understand how this time is similar to and different from today? (setting, p. 12) The story takes place in 2050. Details that are similar include that there’s a pandemic going on, which makes people afraid; some animals are endangered; there are people, like Skyler and her dad, who want to protect the endangered animals. Some details that are different are that students no longer use Zoom—they use virtual reality platforms for activities like science experiments and field trips; there is an agency called the Better Drug Agency, which you can infer makes new medicines but at any cost to humans and animals.

  • How does this moment change the action of the story? (plot, p. 12) When the BDA agents arrive unexpectedly early, Skyler and her dad have to figure out how to hide the tigers immediately. Their plan with Nina, to move the tigers that evening, must change, and they have to sneak the tigers out without the agents seeing the animals.

  • Why do you think the author includes these details? (details, p. 12) The details about an armadillo and a wild boar help the reader imagine the nature preserve as an untamed place, welcoming to all sorts of animals.

  • What conflict is Skyler feeling within herself at this moment? (character’s conflict, p. 13) Skyler’s conflict is that she wants to take the tigers through the drainage pipe to save them, but looking into it frightens her terribly, especially since she has always been afraid of the dark.

  • How does the author build suspense throughout this scene? (author’s craft, p. 13) The author first builds suspense by sharing Skyler’s fear with the reader. Then “the clank of the grate closing behind them” creates the feeling that there’s no turning back, no matter what happens. Broach says Skyler hears “small crackles, distant rustlings,” which make the reader wonder what could be in the tunnel. And Skyler has to keep going with the tigers, while wondering whether the tunnel will eventually lead to the other side or if her father might have been mistaken.

  • How does this make Skyler’s problem more complicated? (plot, p. 13) Skyler’s problem becomes more complicated because she has to deal with a python that might attack her or the tigers—and tigers that might react in a dangerous way.

  • What has Skyler accomplished? What has she realized about herself? (character, p. 14) Skyler has saved the tigers from being killed. She has probably realized that she has the courage to face her fears and manage to do a difficult but crucial job for creatures she loves.

  • Why do you think this sight seems especially beautiful to Skyler? (inference, p. 14) The sight of the tigers playing in the water probably seems especially beautiful to Skyler because she knows how close they came to losing their lives. Yet thanks to her brave and smart actions, they will be able to live on and do what tigers do, like splash in the waves.

Critical-Thinking Question

  • President Franklin D. Roosevelt once said, “Courage is not the absence of fear, but rather the assessment that something else is more important than fear.” How does this quote apply to Skyler in the story? (character) This quote applies to Skyler because she is very afraid of the dark and of entering the dim, unknown drainage pipe with the tigers. Yet she knows that something is more important than her fear: the tigers’ lives. By taking them through the tunnel to safety, she shows that she decided to put something ahead of her fear. She is truly courageous. 

  • Reread the second paragraph on page 12, starting with “Her father says the pandemic was a hard time but also a time of great courage.” Do you think this paragraph gives a good description of the Covid-19 pandemic? How might it apply to you or someone you know or have heard about? (connecting to text) Answers will vary.

3. SEL Focus

Courage/Concern for Others

In this story, Skyler has to demonstrate courage to save Charlie and Lulu. Talk about this with the class, using questions 10 and 12 as guides. Then ask students to think about these questions: What is one fear you have? What is a situation in which you had to face your fear? What happened? How did you feel? Invite volunteers to share their answers with the class, or have students write a journal entry answering the questions.

4. Skill Building and Writing

Featured Skill: Plot

  • Distribute or digitally assign the Plot Skill Builder (available in your Resources tab) to help students identify the important events or actions in the story and to see how they create a conflict and a resolution.

  • Although this story does not end with a writing prompt, you can use one of the critical-thinking questions as a prompt for your students to write a response.

Great Ideas for Remote Learning

  • Have students meet the Create a Character team, author Elise Broach and winner Naomi Hauser, in our video interview (available in your Resources tab). Then ask students to work in pairs, either on video chat or by phone call, to think of other questions they would like to ask Broach, Hauser, or both.

Differentiate and Customize
For Struggling Readers

Remind students that this story is fiction, meaning it is made up rather than true. Ask them to find details in the story that describe what is going on in 2050. Then review together what they have found. (Answers might include that another pandemic is happening, Malayan tigers are almost extinct, with only two left, and the Better Drug Agency—also fictional—wants to use the tigers’ hearts to make a cure for the virus.) Discuss: Do you think anything in the story might come to pass?

 

For Advanced Readers

Have students try their own hand at writing a story set in 2050. To help them get started, ask them to think about these questions: 1. How are people in 2050 the same as and different from people today? 2. What new inventions exist? (Think of at least two that could be in your story.) 3. What modes of transportation do people use? 4. What new laws have been passed? Do they make life for the main characters better or worse? 5. Where does the story take place? What is that place like?

For ELL Students

Tell students that the author uses interesting rather than plain verbs in the story, which makes it more exciting. Go over some of them to make sure students know their meanings. Then ask them to think of their own sentence for each word and say their sentences out loud. Examples of verbs include laze (p. 11), scans (p. 12), waddles (p. 12), yanking (p. 13), quivers (p. 13), and glimpses (p. 13).

Text-to-Speech