Before reading, ask students,“Have you ever been to a circus? What did you see and hear? Did you see anyone walking across a thin wire way up in the air? Have you ever seen a high-wire walker on TV? Were you excited and curious about what you saw and heard? Today we are going to read a story about a girl, Mirette [show cover of book] who meets a retired high-wire walker, Bellini, and becomes very curious about walking on a high wire. Mirette and Bellini learn important lessons about courage and friendship.”

P.4—“Miretteis‘ enchanted’ and thinks that walking on a high wire ‘must be the most magical’ thing a person could do. Her feet wanted to ‘jump up on the wire beside Bellini.’ What do you think will happen next? Let’s read on to find out! Does she walk on the high wire?” (No.)

P.7—“Mirette finally works up the courage to ask Bellini if she can walk on the high wire. She watches him every day. What do you predict (think) will happen next? Does she walk on the high wire?” (Yes! Use the pictures and text on pages 8 and 9 to confirm.)

P.11—“After she loses her balance and jumps down, what do you think will happen next? Do you think she’ll quit walking on the high wire?”

P.15—“Mirette has learned a lot about Bellini’s past as a famous high wire walker, hasn’t she? What do you predict Mirette will do now? What do you think Bellini will do?”

P.17—“Mirette wants to do the things that Bellini did on the high wire, but Bellini tells her that he is afraid. Do you think Bellini will make the fear leave as Mirette suggested? How?”

This text can also be used to teach similes and metaphors. Use the following examples:

P. 4 — “Her feet tingled, as if they wanted to jump up on the wire beside Bellini.”

P. 7 — “He would slide his feet onto the wire, cast his eyes ahead, and cross without ever looking down, as if in a trance.”

P. 8 — “Her arms flailed like windmills.”

P. 15 — (metaphor)—“‘the man had the nerves of an iceberg’”

P. 18 — “Now Bellini’s fear was like a cloud casting its black shadow on all she had learned from him.”

P. 24 — “For a moment she was as frozen as Bellini was.”

This text provides many opportunities to use intonation and expression while reading.

P. 4 — “The next afternoon, when Mirette came for the sheets, there was the stranger, crossing the courtyard on the air!” (Model using expression in your voice to show how the author uses an exclamation point and even commas for pauses to help us understand what the sentence is saying.)

P. 6 — “‘Excuse me, Monsieur Bellini, I want to learn to do that!’” (Model pausing at the commas, the emphasis on I, and the exclamation at the end.)

P. 11 — “‘I will never ever fall again!’” Mirette shouted.

P. 12 — “‘What a shock to see him here!’ he exclaimed. ‘See who?’ asked a mime.” (Model by having your voice sound excited with the exclamation mark and go up with the question mark.)

P. 13 — “‘Why, the great Bellini! Didn’t you know he was in the room at the back?’ ‘Bellini . . . the one who crossed Niagara Falls on a thousand-foot wire in ten minutes?’ asked the mime.” (Model by having your voice sound excited with the exclamation mark and go up with the question mark, and pause with the ellipsis.)

P. 16 — “‘Is it true?’ she cried. ‘You did all those things? Why didn’t you tell me? I want to do them too! I want to go with you!’” (Model a tone of excitement and questions.) 

P. 17 — Read with emphasis on italicized words, questions, and exclamations.

P. 22 — “‘ . . . return of the great Bellini!’ he was yelling. Could it be? Mirette’s heart hammered in her chest.” (Model how words can also suggest expression—yelling and hammered.)

P. 26–27 — . . . “‘Brava! Bravo!’ roared the crowd. ‘Protegee of the Great Bellini!’ shouted the agent. He was beside himself, already planning the world tour of Bellini and Mirette.” (Model a tone of exclamation aided by words such as shouted and beside himself.)

Possible choices are devoured (p.1), overhear (p.2), retired (p.3), enchanted (p. 4), courage (p. 5), sighed (p. 5), trance (p. 6), casting (pp. 7 and 18), flailed (p. 8), managed (p. 9), wavering (p. 9), strict (p. 10), shock (p. 12), exclaimed (p. 12), hesitated (p. 17), astonished (p. 17), disappoint (p. 19), succeed (p. 19), securing (p. 20), commotion (p. 22), hubbub (p. 22), imagined (p. 26), and pupil (p. 27).