Build Background

• Write the words Science Fiction on the board. Divide students into groups. Have them discuss what they already know about the genre of science fiction. Invite the groups to explain their prior knowledge about this topic. Write their responses on the board under the heading Science Fiction.
• Explain that the genre of science fiction allows readers to explore the question: what if things that are impossible now become possible in the future?

Preview the Book

Introduce the Book

• Give students their copy of the book. Guide them to the front and back covers of the book and read the title. Have students discuss what they see on the covers. Encourage them to use information from the covers to offer ideas as to the content of the book.
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).
• Ask students to turn to the table of contents. Remind them that the table of contents provides an overview of the information in the book. Ask students whether this table of contents provides any clues as to what they will read about. (Accept all answers that students can justify.)
• Point out the chapter titled "Epilogue." Invite students to explain the meaning of an epilogue (a section at the end of a written work).

Introduce the Reading Strategy: Summarize

• Explain that one way to understand and remember information in a book is to summarize paragraphs, sections, or chapters mentally or on paper. Explain that a summary is a brief overview of the most important information in the text.
• Read Chapter 1 aloud to students and model summarizing.
  Think-aloud: To summarize, I need to decide which information is important from what I've read. Then, in my mind, I organize the information into a few words or sentences. For example, on page 4 I learned that the character Miranda James wants to write a science fiction story. I will underline this information. On page 5, I read that Miranda wanted to write not only a science fiction story, but an award-winning story. I also read that Miranda has a list of science fiction authors she wants to read. I will underline this information. What information might be important to remember on pages 6 and 7? (She has written several science fiction stories; her stories have been rejected.) When I look at this important information, a summary of these two pages might be: Although her science fiction stories have not yet been published, Miranda wants to write a bestseller. She reads stories by other science fiction writers to learn more about this type of writing.
• As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Comprehension Skill: Elements of a genre--Science fiction

• Explain that this book contains elements of science fiction. Create a chart on the board with the headings Advanced Technology, Scientific Ideas, Unusual Setting/Fantasy. Give students the elements of science fiction worksheet. Review each of the elements on the chart with students. Explain that these are some of the elements that often appear in science fiction stories.
• Ask students to imagine the scenario where people live on Mars and can travel back and forth between that planet and Earth.
• Think-aloud: To the best of my knowledge, I know that people currently do not and cannot live on Mars. Why do you think this planet cannot currently sustain life as we know it on Earth? (It lacks an atmosphere, it is too far away to reach with our current technology, and so on.) Although humans have traveled into space, they have yet to be able to travel through space that far and back. Do you know of anything that has traveled that far? (satellites) However, some people believe that traveling to and living on Mars might someday be a reality. What previous events have happened that might lead someone to believe this? (Humans currently work and live in space, they have been to the moon and back, and so on.) Based on this information, I will write living on Mars and traveling through outer space under the heading Scientific Ideas on the chart. Where else on the chart might this information belong? (Advanced Technology)
• Divide students into groups. Ask them to identify elements of science fiction within familiar stories. Record their ideas under the appropriate heading(s) on the class chart.

Introduce the Vocabulary

• Write the following words from the content vocabulary on the board: cautionary, portal, random. Explain to students that in addition to the major elements of science fiction listed on their worksheet, these three words represent characteristics also found in science fiction writing.
• Give groups of students a large piece of blank paper. Have them divide the paper into three sections. For each word, have them write or draw what they know about the word. Have groups discuss and create a definition for each word using prior knowledge.
• Point to the word cautionary. Ask students to identify the root word (caution). Have them explain what caution means (danger, be careful, and so on). Explain that cautionary tales in science fiction explore the idea that the future is the consequence of present-day actions. Invite students to share current events that might lead to a cautionary tale. Have students compare the definition with their prior knowledge of the word.
• Review the idea of Alice falling through a rabbit hole in the story Alice in Wonderland, by Lewis Carroll. Ask students to explain what happened when Alice fell into the hole (she was transported to another place). Explain that the rabbit hole is an example of a type of portal, or doorway to another place, used in this fantasy-like setting. Write the word portal on the board. Have students compare the definition with their prior knowledge of the word.
• Show students a variety of classroom objects in one large group, such as a pencil, crayon, paper, notebook, and marker. Then ask volunteers to place the items into groups (for example, objects used to write with and objects used to write on). Have students explain the difference between the original group and the two individual groups (the original large group did not appear to be in any particular order). Point out the word random on the board. Explain that something is random when order does not exist. Have students compare the definition with their prior knowledge of the word.
• For tips on teaching word-attack strategies, click here.

Set the Purpose

• Have students read the book to find out more about the elements of science fiction, stopping after every few pages to summarize information. Encourage them to underline or record on a separate piece of paper the important information in each chapter.

During Reading 

Student Reading

• Guide the reading: Point out the phrase fourth dimension on page 8. Invite students to explain what they think this phrase means. Explain that the fourth dimension is considered in science to be time itself. Ask them to imagine that 20 years from now they want to visit this classroom at this moment in time. In order to get from one time period to another they would travel along the fourth dimension, or along time.
• Have students review the elements on their worksheet. Ask them to explain under which element the fourth dimension might best belong (Scientific Ideas). Have them write fourth dimension under this heading on their worksheet.
• Have students read to the end of page 10, underlining important information as they read. Remind them to look for elements of science fiction as they read. When students are ready, discuss important information they underlined about the chapter as they read.
• Model summarizing the important information in Chapter 2.
  Think-aloud: I made sure to stop after each chapter to summarize the information I'd read so far. I read that Miranda was in her room reading science fiction books. Miranda's brother, Harris, told her that the stories she read and wrote are ridiculous. Miranda shared the details of her story about a giant zucchini to prove a point to her brother. Harris also said that science fiction writing was just for boys. This made Miranda so upset that she went to the library to read. First, I decided what information affects the meaning or outcome of the chapter that would be important to remember. Miranda and Harris had a conflict over the value of reading and writing science fiction stories. How does this conflict affect the outcome and meaning of the chapter? (Miranda became upset, causing her to both defend her stories and read more science fiction stories written by female authors.) I will underline this information in the text. Why is the knowledge that Miranda is in her room or the events in her zucchini story not considered important information? (They are details to make the story more interesting; they don't affect the meaning or outcome of the chapter.) Based on this information, what might a summary in your own words be for this chapter? (Miranda's brother, Harris, likes to tease her about her science fiction stories. The comments upset Miranda, causing her to read even more sci-fi stories by female authors.)
• Review some of the unusual objects that are characteristic of the science fiction stories Miranda reads (androids, ray guns). Invite students to identify the element of science fiction to which these objects belong (Advanced Technology). Have them write androids and ray guns under this heading on their worksheet.
• Check for understanding: Have students read to page 16. Invite them to share the important information in the chapter. Ask students to write a brief summary of the chapter on a separate piece of paper. Have them share what they wrote.
• Have students read the remainder of the book. Remind them to underline important details as they read so they can summarize the information in each chapter.

    Have students make a question mark in their book beside any word they do not understand or cannot pronounce. Encourage them to use the strategies they have learned to read the word and figure out its meaning.

After Reading 

Reflect on the Reading Strategy

• Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.
• Think-aloud: I know that summarizing keeps me actively involved in what I'm reading and helps me understand and remember what I've read. I know that I will remember more about the events of the story because I summarized the information in my own words as I read the book.
• Ask students to explain how the strategy of summarizing helped them understand the book.
• Independent practice: Introduce, explain, and have students complete the summarize worksheet using one of the remaining chapters in the book. If time allows, invite students to read their completed summaries aloud.

Reflect on the Comprehension Skill

• Discussion: Review the events of Chapter 4 with students. Ask students to explain which event might be considered characteristic of science fiction (the appearance of Zelazny Roger in Miranda's mirror). Discuss under which element of science fiction this event might best belong (Unusual Setting/Fantasy). Have them write Zelazny appears in the mirror under this heading on their worksheet.
• Invite students to explain how they think the face in the mirror was able to appear (it was from another world; she was dreaming; and so on).
• Independent practice: Have students use the information in Chapter 5 to identify an event characteristic of science fiction (James Miranda communicating with Miranda through the mirror). Point out that Miranda and James were communicating between different worlds. Based on this information, ask students to identify which element this event is most characteristic of (Unusual Setting/Fantasy). Have students record this information on their worksheet.
• Enduring understanding: The lesson of science-fiction stories is often that the future is a consequence of present-day actions. Now that you know this information, why is it important to understand and reflect on the actions of people in our world, both past and present?

Build Skills 

Grammar and Mechanics: Compound adjectives

• Write the following sentence on the board: Miranda wanted to write a book that will earn a prestigious award. Have volunteers come to the board and circle the adjective in the sentence (prestigious). Then have them underline the noun that the adjective describes (award).
• Review or explain that adjectives are words that describe nouns or pronouns. An adjective tells which one, how many, or what kind.
• Write the following sentence on the board: Miranda James looked long and hard at the 12-year-old girl in the mirror. Circle the word girl. Have a volunteer come to the board and underline the word that describes the girl (12-year-old).
• Explain that this word is an example of a compound adjective. Point out that not all compound adjectives are hyphenated. However, each part of a compound adjective alone does not describe the noun. For example, it doesn't make sense to describe the girl as a 12 girl or a year girl. The meaning associated with the girl would change if the girl were described as an old girl. However, together the words 12, year, and old create a compound adjective that correctly describes the girl.
• Write the following sentence on the board: Her award-winning story would no doubt be turned into a movie. Circle the word story. Have a volunteer come to the board and underline the word that describes the story (award-winning). Invite students to read the sentence again, substituting the phrase award-winning story with award story and winning story. Have them explain whether each one makes sense and how the meaning of the sentence is changed.
• Check for understanding: Have students identify and circle the remaining hyphenated compound adjectives in the book. Have them underline the nouns these adjectives describe.
• Independent practice: Introduce, explain, and have students complete the compound adjectives worksheet. If time allows, discuss their responses.

Word Work: Homophones

• Have students turn to page 10. Read the following sentence aloud: Still, Harris was right about getting exercise, so she reluctantly put aside her writing and rode her bike to the library. Circle the word right. Ask students to explain what the word means (to be correct).
• Have students turn to page 12. Read the following sentence aloud: Because if he had a life, he'd not only have fun, he'd have something real to write about. Circle the word write. Ask students to explain what the word means (to put letters, words, or numbers on a surface, such as paper).
• Ask students to identify which words in the sentences sound the same but are spelled differently and have different meanings (right, write). Write these words on the board. Explain that words that sound the same but are spelled differently and have different meanings are called homophones. Repeat the process for to (page 5) and too (page 21), and knight (page 11) and night (page 18).
• Invite students to share other homophone pairs they may know. Write these pairs on the board.
• Check for understanding: Write the homophones right, write, to, too, knight, and night on the board. Have students use each word in a sentence on a separate piece of paper. Invite them to share their sentences aloud.
• Independent practice: introduce, explain, and have students complete the homophones worksheet. If time allows, discuss their responses.

Build Fluency 

Independent Reading

• Allow students to read their book independently or with a partner. Encourage repeated timed readings of a specific section in the book.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. Have students identify the elements of science fiction as they read the book to someone at home.

Extend the Reading 

Writing and Art Connection
Write an alternate epilogue for Mirroring Miranda in which Miranda and James have another conversation. In the new epilogue, reveal more about unresolved events in the story (for example, explain whether James became a best-selling author, how James was able to contact Miranda and whether Miranda learned how to do this, why James contacted Miranda, details within Miranda's book, and so on).

Math Connection
Have students turn to page 24 in their book. Read the "Logic Quiz" to students. Have them complete the quiz on a separate piece of paper. When students have finished, discuss their answers.

Assessment 

Monitor students to determine if they can:

• accurately summarize information in each chapter of the book by underlining important details in the text during discussion and on a worksheet
• consistently identify and discuss the elements of science fiction during discussion and on a worksheet
• accurately identify and understand the use of compound adjectives in the text and on a worksheet
• accurately identify and understand the use of homophones during discussion and on a worksheet

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