Image of what appears to be an asteroid falling to Earth
Art by Shane Rebenschied

They Might Be Dangerous

Two siblings discover a spacecraft crashed in the desert. The question is, who—or what—is inside?

By Kate Messner
From the February 2024 Issue

Learning Objective: to analyze characters in a work of fiction, then continue the narrative in a sequel

Lexile: 720L
Other Key Skills: inference, author’s craft, figurative language, setting, genre

Story Navigation

AS YOU READ

Think about how Alia and Zak each view the world beyond their own.

They Might Be Dangerous

Whether or not there was intelligent life out there had never been a question. With half a trillion planets in the galaxy, millions of others must have the right conditions for life. And recently, the electromagnetic signals had been increasing. 

Something was surely coming.

Alia had read all about it, and she and Zak were always listening and watching for signs—screaming engines, bright flashes of light, fireballs in the sky. But that morning, all they heard was a muffled whump. It sounded as if it had come from the far side of the park. They saw a hint of silver, the way you might see an insect fly past in the corner of your vision, but by the time you turn to look, it’s gone, having flown off somewhere else.

Let’s find out what it was! Alia veered from the well-traveled path and took off, knowing her older brother would follow. She struggled to be still and attentive for lessons each day, but she loved racing through the desert on the way home, kicking up sand, skittering over rugged rocks on the far side of the park. She always wanted to push further into the desert, beyond where their parents permitted them to explore.

I don’t see anything. Zak scuttled along the rocks with Mip panting at his side. He reached down to scratch her furry head and frowned. We should go back.

Zak never liked to wander far.

Let’s keep looking. Alia hoped the whump sound was an asteroid fragment. She’d always wanted to hold one of those star scraps, to feel the heat of its journey, the weight of secrets from places she’d never see.

Zak led her over the uneven rocks toward a shadowy something steaming beyond the outcrop.

Suddenly, he stopped.

Alia caught up.

It was not an asteroid. It was wreckage—a craft of some kind, battered from its landing, its wings all broken up.

Two gleaming, dark, metallic pods seemed to have weathered the landing. They were long and sleek but bulged in the center to make room, Alia presumed, for whatever they carried inside. The smaller one was cracked open along a seam. She approached it slowly.

Be careful, Zak warned. He reached down to hold Mip, but she broke loose and rushed up to sniff at the pod.

Shiny, flimsy packages spilled from the crack. Alia picked one up. It made a crinkling sound when she moved it. Was this their food?

Put that down! Zak ordered. We have to go. Someone must have seen this; the watchers are probably on their way. We’ll get in trouble!

Alia knew he was right.  But she wasn’t ready to go.

Zak backed away as if molecules from the alien world might swirl him up in a magical cloud and spirit him away from everything he’d ever known. Alia wished that could happen to her.

Alia was about to reach back into the pod when she felt Mip’s damp nose nudging her. She turned—and heard it: a scrape, and then a creak, coming from the other pod. The larger one.

Watch out! Zak hissed.

Alia froze, staring. The pod grew quiet. Then it let out a low whooshing sound.

That’s probably . . . air escaping or something.  Alia waited, but there were no more creaks or scrapes. In the distance, another sound rose over the rocks. Zak heard it too.

The watchers.

 Art by Shane Rebenschied

We need to go! Zak peered at the skyline nervously.

Not yet. Alia crouched low, pulled out the rest of the crinkly food packets, and reached deeper inside the pod.

What’s in there? 

Something . . . cold and hard. 

Alia pulled out a long tube with some kind of trigger. It might be some kind of weapon. It’s not very big though. That’s good, right?

Zak’s fear filled the air like fog. It could mean they’re more advanced than us. That thing you’re holding could annihilate us all!


Maybe they don’t want to annihilate us.

You’re being reckless. We’ve lingered too long. We need to get out of here.

Not yet. 

Alia turned toward the second pod, but Zak rushed forward to stand between her and the pod. They could carry diseases. We have no idea who they are!

Well, I want to find out.

Alia turned back to the first pod, where something glossy was snagged on a sharp edge of metal. She tugged it from the capsule and stared.

It was a page of images. 

Alia’s limbs stiffened. Zak rushed to her side. Alia could sense his terror, his revulsion. 

Now do you see?

She did. The creatures in the images were grotesque. Their faces were raw, their bodies soft and mushy looking. 

Zak made a troubled clicking sound. Leave that for the watchers. They’ll want to study it. Now let’s go.

Before Alia could turn away, the larger pod creaked again. Then it thumped. A quiet keening came from inside. 

Alia, come on! Zak was already climbing over the rocks.

But Alia couldn’t leave. Something is in there. Alive. Even with the horrible images fresh in her brain, she couldn’t turn away from the wailing. So she took a step forward. What if . . . 

What are you thinking? Zak rushed back and knocked Alia to the ground. 

They need help, Zak! She started to get up, but Zak clutched her leg.

They’re not from here, Alia! They might be dangerous.

So you want to leave them to die? Listen to them! Alia pulled away from him and scrambled toward the pod.

Do you want to risk your life trying to save them? Are they worth it, Alia? Are they worth the lives of everyone we know? Everyone we love? 

 But what if they’re just like us?

Exactly. Zak gave her a worried look. What if those awful-looking things are just like us?  

Alia thought hard about that. The flight capsules being developed on their own planet would launch with strict orders to colonize any discovered planet, no matter who already lived there. And yet, if that were her inside the pod, she’d hope someone would choose courage over fear.

Just then, the pod thumped again, louder. It thumped again and again, desperate and powerful. Whatever was in there was strong, but Alia took a step closer.

The distant buzz of the approaching watchers was growing louder; they'd arrive soon. They'd have the equipment—the weapons and the tools and research suppplies—to deal with this.

Zak peered nervously into the distance. He sent out another telepathic thought. If we leave now, they won't know we were ever here.

Even Mip, tipping her antennas toward home, seemed to be waiting for Alia, but Alia scratched Mip behind her crown-horn and turned back to the pod.

Where did you come from? she wondered.

Alia foldered her wings tight at her sides, bent low, and ran her antenna over the strange symbols scratched into the pod's dark surface. She traced the straight lines and curves:

E

A

R

T

H

Earth.

Was it the name of a faraway planet? Did the creatures inside dream of holding star scraps in their hands too? Did they dream of meeting her?

Zak scrambled over the rocks as the watchers drew close, but Alia stayed.

She knew what she had to do.

Desert Eclipse

The true story that inspired “They Might Be Dangerous”

It is just after 4:00 a.m., but no one is sleeping. For one thing, the tents are too hot. The average summer temperature here in California’s Anza-Borrego Desert is 105 degrees, and today was hotter than average. But that’s not the real reason we’re up. 

Earlier, we’d bounced and jostled our way out here in old military jeeps. Joe, our guide, taught us how to pitch tents in the sand. We hiked around for a bit, and Joe told us about the creatures that call this alien landscape home—the scorpions and snakes and stink bugs. 

But the real show would start when the sun went down and darkness fell over the rocks.

Where Stars Are Born

Tonight there will be a total lunar eclipse. So instead of sleeping, we’re spending our hours of darkness sitting in camp chairs under the stars, watching a shadow creep over the moon. A lunar eclipse happens when a full moon passes through Earth’s shadow. It starts slowly. In the early stages—just before 2:00 a.m. on this August night—it looks like someone has taken a tiny bite out of the moon.

Once the moon is dark, the next show begins.

“Come on up, you’ll see the Orion Nebula.” Our trip astronomer, Dennis Mammana, steps back from his telescope so I can take a look. “That’s where stars are born.”

Orion, the Andromeda galaxy, and so many other celestial features are in full view. Coyotes howl from a distant ridge as the moon begins to emerge from Earth’s shadow. The stars begin to fade as the full moon lights up the desert sand once again.

“Watching such a celestial event gives one a true three-dimensional sense of the cosmos—here’s the moon drifting through the sky and entering the shadow of our own planet,” Dennis says. “Seeing things like this and understanding that we can predict their occurrences gives people a recognition that the universe isn’t ‘out there’ but that we’re part of the universe.”

Part of it all, we sit in our camp chairs and stare up at the sky until the dark begins to fade. 

Sierralara/RooM RF/Getty Images

Glimpse of Another World

In the morning, there are eggs and sausages cooked on a camp stove, coffee and orange juice sipped from tin cups. 

One of the younger boys spots a stink bug.

“Gross!” he cries. He lifts his dusty sneaker to stomp. But our guide, Joe, catches his arm. 

“We don’t do that out here,” Joe says quietly. “This is his home—not yours.”

The kid nods. My daughter, who loves bugs of all kinds, gives a quiet nod. “Good for Joe,” she says.

I agree. Joe and Dennis have given us all a gift: They’ve shown us another kind of country, another landscape, and a glimpse of a world beyond our own. They’ve reminded us how vast and full of wonder the universe is. They’ve reminded us that we’re not looking up at that universe, we’re part of it, from a tiny armored insect in the desert sand to a new star being born light-years away.

Story and essay © Kate Messner, used with permission of the author

Icon of a lightbulb

Writing Prompt

Consider the last line of the story: “She knew what she had to do.” What does Alia have to do? What happens after the watchers arrive? Write a sequel to the story that answers these questions. Be sure to stay true to the characters. 


This story was originally published in the February 2024 issue.

Slideshows (1)
Audio ()
Activities (9)
Quizzes (1)
Answer Key (1)
Slideshows (1)
Audio ()
Activities (9)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential Questions: Are humans alone in the universe? What causes fear? What are its effects? How can people understand and respect those who are different from them?

1. PREPARE TO READ (10 MINUTES)

Do Now: Anticipation Guide (10 minutes)

  • Project the Theme Anticipation Guide on your whiteboard or share the Google Form version with each student (both are available in your Resources tab). Have students decide whether they agree or disagree with each statement, then discuss. After reading the story, ask students how they think the characters would respond to the statements in the Theme Anticipation Guide.

Preview Vocabulary (10 minutes)

  • Project the Vocabulary Slideshow on your whiteboard. Review the definitions and complete the activity as a class. The audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Highlighted words: annihilate, celestial, colonize, cosmos, electromagnetic, keening, presumed, telepathic, veered.

2. READ AND DISCUSS (75 MINUTES)

  • Read the “As You Read” box on page 28 or at the top of the digital story page.
  • For students’ first read, have them follow along as they listen to the audio read-aloud. The read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • Optionally, have students reread and annotate the story independently. Here are some symbols you might have them use: 

❗= I’m surprised.

❓ = This is unfamiliar.

⭐ = This is important.

💭 = “I wonder . . . ”(add comments or questions)

💙 = l love this.

  • Divide students into groups to discuss the close-reading questions along with their annotations. (The close-reading questions appear in the margins of the print magazine or by clicking on the bolded words on the digital story page.) If you’d like students to respond in writing, an interactive and printable Close-Reading and Critical-Thinking activity is available in your Resources tab.


Close-Reading Questions (30 minutes)

  1. Why do Zak and Alia want to avoid the watchers? (inference) Based on the way Zak commands Alia not to touch the wreckage, his urgency to leave the park, and his fear that he and Alia will get in trouble if they don’t leave, readers can infer that the watchers control the search for intelligent life in their galaxy and don’t take kindly to interference. Later, it is revealed that the watchers’ goal is to take control of other planets, no matter who already lives there. The watchers are clearly an intimidating force in Zak’s and Alia’s eyes.
  2. How are Alia and Zak different from one another? (character) It’s clear that Alia is full of curiosity, longs for adventure, and wants to push the boundaries that have been set for her. She has difficulty sitting still at school, she always wants to explore further into the desert (against her parents’ rules), and she is excited and fearless at the prospect of meeting life from other planets. Zak seems to be the opposite of Alia. He is fearful of the unknown and the authorities.
  3. Why do you think the author put the dialogue in italics instead of quotation marks? (author’s craft) Later in the story, it is revealed that Zak and Alia communicate telepathically; they do not speak to each other aloud. This is likely the reason the author put the dialogue in italics instead of quotation marks; quotation marks are traditionally used for spoken language. Perhaps the author used the italics as a subtle hint that Alia and Zak are not human.
  4. How does the line “Zak’s fear filled the air like fog” contribute to the mood of the story? (figurative language) Fog is a weather phenomenon where moisture in the air creates a dense, hazy, and disorienting atmosphere. Instead of saying that Zak was afraid, the author describes Zak’s fear as though it were physically present and hanging in the atmosphere as fog does. This simile conveys the idea that Zak’s fear is thick, enveloping, and obscuring. This line contributes to the mood of unease and uncertainty in the story around who or what is in the pod and what the right thing to do is.
  5. What does Alia mean by “just like us”? What does Zak mean by “just like us”? (inference, character) When Alia asks, “What if they’re just like us?,” she is suggesting that the beings in the pod might have a lot in common with her and Zak; that they might have similar emotions, thoughts, or behaviors, and that because of this, Alia and Zak should treat them with the same kindness and compassion that they would treat members of their own species. When Zak says, “Exactly. What if those awful-looking things are just like us?,” he means that the creatures may share the dark side of Zak and Alia’s kind—the side that wants to destroy others’ homes and colonize their planets. He sees the aliens as a threat—just as those on his planet are a threat to other intelligent life—and therefore doesn’t want to interact with them, let alone help them. 
  6. Where does this story take place? What details reveal the setting? (setting, genre) The story takes place on a planet that is not Earth. The details that reveal the setting include: Mip, which readers are likely to have assumed is a dog, turns out to have antennas and a horn; Alia has wings and an antenna; Alia and Zak communicate telepathically; and most revealing of all, the pod from another planet has the word Earth written on it.
  7. Who are the creatures in the pod? How do you think they would answer Alia’s questions? (inference, critical thinking) The creatures in the pod are human beings from Earth. These humans would likely answer that they do indeed dream of holding star scraps in their hands, like Alia, and that they do dream of meeting someone like Alia. Like Alia, humans are naturally curious beings. For as long as we have walked the earth, we have gazed up at the sky and wondered what might be out there.

“Desert Eclipse”

  • Read the essay as a class. Optionally, have students listen to the essay being read aloud. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.
  • As a class, discuss the following Critical-Thinking Questions, some of which apply to both the story and the essay. Optionally, have students respond to these questions using a “graffiti wall” conversation:
    • Cover tables, boards, and/or walls with large pieces of butcher paper. 
    • Post one question in the center of each paper. Give each student a marker. (Having students write in marker will make the boards easier to read from a distance than if students write in pencil or pen.) 
    • Students should remain silent as they visit each “graffiti wall” and respond in writing to the questions. Encourage them to respond to ideas that other students have written with questions, comments, and pictures.

Critical-Thinking Questions (20 minutes)

  1. What motivates Alia to stay as the watchers arrive at the end of the story? Predict what you think will happen after the watchers arrive. Answers will vary. 
  2. Which details does the author include to lead readers to assume Zak, Alia, and Mip are Earthlings? What is the purpose of waiting until the end of the story to reveal that they are not Earthlings? Zak and Alia go to school, have parents who set rules, and have a brother-sister relationship that is like that of many human siblings. Mip has a damp nose and a furry head that Zak scratches, she pants, and she sniffs things she is curious about; these details could all be used in the description of a dog. The author likely leads readers to believe Alia and Zak are human to help readers relate to Alia and Zak—and to think of the creatures in the pod as grotesque, possibly dangerous aliens. Up until almost the very end of the story, readers think of Zak and Alia as “us” and the creatures in the pod as “them.” When it’s revealed that the creatures in the pod are actually humans, readers are surprised and have to rethink who is “us” and who is “them.” This gives the story an interesting twist and makes readers consider how people treat those who are different or who they see as outsiders. 
  3. Why do you think the title of the story is “They Might Be Dangerous”? The title reflects Zak’s fear of creatures he doesn’t know. It refers to an assumption that what is unknown is scary or dangerous. 
  4. Consider this line: “And yet, if that were her inside the pod, she’d hope someone would choose courage over fear.” What does it mean to choose courage over fear? Can you think of examples of other characters in literature who choose courage over fear? Can you think of examples of real people from history who chose courage over fear? Students may offer that choosing courage over fear means making a conscious decision to act despite feeling afraid or apprehensive. People who choose courage over fear face challenges or potentially dangerous situations with bravery in hopes that their actions can lead to positive change—for themselves as individuals, for a community, for the world. Students might offer examples of characters from literature such as Katniss Everdeen from the Hunger Games series, Harry Potter and Hogwarts students from the Harry Potter series, August Pullman from Wonder, Liesel Meminger from The Book Thief, and Starr Carter from The Hate U Give. They might mention people from history such as Rosa Parks, Harriet Tubman, Martin Luther King Jr., Malala Yousafzai, Ruby Bridges, and Anne Frank. 
  5. What connections can you make between what the author describes in the essay “Desert Eclipse” and the story “They Might Be Dangerous”? The author camped out to view a lunar eclipse in the Anza-Borrego Desert, and Alia and Zak live on a desert planet; the author describes an experience involving a stink bug, and like stink bugs, Alia and Zak have wings and antennas; the author relates observing a celestial event with wonder, just as Alia is fascinated by the stars and the secrets of the galaxy; the author explains that the stink bug in the desert appeared gross to a young boy, just as the aliens appear grotesque to Alia and Zak; Joe, the desert guide, protected the stink bug and its home, just as Alia wants to protect and help the Earthlings. 
  6. What message do you think the author wants readers to take away from “They Might Be Dangerous” and “Desert Eclipse”? Answers will vary, but students may offer ideas along the lines of “We should not assume that what is unfamiliar is harmful.”

3. WRITE YOUR SEQUEL (60 MINUTES)

  • Have students use the Featured Skill Activity: Character to help them to respond to the writing prompt on page 31 in the printed magazine and at the bottom of the digital story page:

Consider the last line of the story: “She knew what she had to do.” What does Alia have to do? What happens after the watchers arrive? Write a sequel to the story that answers these questions. Be sure to stay true to the characters.

  • Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story.)

CONNECTED READING

Text-to-Speech