Illustration of a new student getting food during lunch
Karmen Loh
Fiction in a Flash,

The New Girl

She’s about to change Angela’s life forever.

By Sarah McCarry
From the September 2024 Issue

Learning Objective: to explore dialogue in a work of short fiction

Complexity Factors
  • Purpose
    This super-short story describes a middle school student who is visited by a girl from the future who has traveled back through time to deliver a life-changing message.
  • Structure
    The story is written in third person, present tense, and is chronological. A good deal of the story is revealed through dialogue.
  • Language Conventionality and Clarity
    Vocabulary: A limited number of higher-level vocabulary words appear in the story: luster, absent-minded, Mesozoic era, newfangled, backdrop, hightails Conventionality: The language is conventional.
  • Knowledge Demands
    The story refers to colony farms, the Mesozoic era, and time travel.
Lexile: 580L
Featured Skill: Dialogue,
Other Key Skills: inference, character
Common Core Standards
  • Anchor Standards
    R.1, R.2, R.3, R.4, R.5, W.3, SL.1, SL.2
  • Grade 6
    RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.3, SL.6.1
  • Grade 7
    RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.5, W.7.3, SL.7.1
  • Grade 8
    RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5, W.8.3, SL.8.1
TEKS Standards
  • Grades 6, 7, 8
    1c, 2a, 2b, 3, 4, 5e, 5f, 5g, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 7a, 7b, 7d, 8a, 9b, 9c, 9d, 9e, 9f, 11a

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SPOTLIGHT ON: DIALOGUE

Dialogue is words spoken by characters in a story. It can reveal characters’ personalities, thoughts, and feelings, and help advance the plot. Pay attention to how the dialogue in this story is punctuated.

The new girl shows up in the middle of the year, and nobody says anything. It’s like no one even notices she’s there—except Angela. There’s a desk open next to Angela, and one morning the new girl is sitting there. 

“Hi, Angela,” the new girl says.

But Angela had never told the new girl her name.

There’s something strange about the new girl. Angela can’t quite put her finger on it, but certain things are just a bit off. The new girl’s watch looks like one of those fancy smartwatches, but it’s a little too small. Her shoes look like everybody else’s shoes, except the soles have a weird luster. Her teeth are a little too white, and her hair is a little too shiny. She seems to take notes on things only she can hear. 

At lunch, the new girl sits next to Angela. She has a tray of cafeteria food—mashed potatoes, peas, and something Angela thinks is a hamburger patty, though with cafeteria food it can be hard to tell. 

“Dr. Sutcliff?” the new girl says. “I mean, Angela?”

Angela looks at the new girl. “Do I know you?”

“You don’t remember me because we haven’t met yet. I'm kind of your student, and that's why I’m here.” The new girl takes a bite of her mashed potatoes. “Bleh. These are worse than moon potatoes.” 

“Than what?”

“You know,” says the new girl. “From the colony farms?” She thinks for a moment. “Oh,” she says. “You don’t have moon potatoes yet. Forget I said anything. But when the time comes, do not eat them. You are Angela Sutcliff, right? You look like you. I just need to make sure.”

“The what farms?”

“Ugh. You took such a big chance sending me on this mission, and now I’m messing it up. You’re definitely not sending me back to see the dinosaurs now, are you?”

“Mission? Dinosaurs?”

The new girl takes an absentminded bite of her potatoes and frowns. “It’s kind of complicated,” she says, “but there’s this blip in the space-time continuum that opens up the possibility of you not doing something that you did—and if you don’t do it, things in the future will get . . . bad. So you sent me back here to make sure you do it.”

Angela does not know how to respond, so she doesn’t. The new girl continues.

“You sent me here to make sure you’re present for first contact. You promised to send me back to the Mesozoic era if I’m successful. I want to see an Ankylosaurus up close. Can you imagine? Other people think the T. rex is the coolest, but I’m such an Ankylosaurus fan. It would take an apocalypse to bother one of those guys.” The new girl pokes at her peas with her fork. “Or an asteroid, I guess.”

“I’m not sure I’m following you,” Angela says slowly.

“When you grow up, you’re going to be a famous scientist. One of the most famous scientists in history, actually, because you’re the one who invents time travel. You’re my hero!” 

“I’m sorry . . . when did all this happen?”

The new girl looks at her watch again. “In about 57 years. Where I’m from, you’re about to retire.”

“How can I be a famous scientist?” Angela says. “I almost failed science last semester.” 

“It’s because you have a special learning style. You don’t hit your stride until you’re about 19. But I can see you don’t believe me. You’re going to be so mad when I get back.” 

“Just . . . try again. Why are you here?”

“It’s my mission to convince you to show up on the hillside at the south end of town at dawn on March 15. I’m doing a terrible job.” The new girl looks at her weird watch. “At least I got the year right.”

“March 15 is tomorrow,” says Angela.

“I know.”

“And what is it that happens at dawn tomorrow?”

The new girl shrugs. “The aliens come, obviously. With all their newfangled technology. You have to be there to meet them.” The new girl sees Angela’s expression. “Oh, don’t worry,” she says quickly. “The aliens are friendly. They usher in an era of peace and harmony. It’s going to be great, promise.” She holds up her wrist. The watch sparkles with a mysterious light. “They give us their technology. That’s how we set up the moon colony. And that’s how you invent the time machine.”

“Right,” Angela says. “Sure.”

The new girl sighs. “You don’t believe me.”

“Would you believe you?”

“No,” the new girl says. She looks sad. “I guess not. Do they serve these potatoes every day?”

“No, they serve all kinds of things,” Angela says.

“That’s good. Anyway, I’m telling you. Stay away from the moon potatoes. They give you lethal gas.”

“Thanks for the tip,” Angela says. 

The new girl stands up and takes her tray. “Anytime,” she says. “Get it? Any time? Ugh. You’re going to send me to 1985 and make me stay there.” The new girl walks away. On her way out, she dumps her lunch—and the tray—in the trash.

Angela follows her. She takes the tray out of the trash can and returns it to the kitchen.

“That’s not how we do things here,” she says softly. But the new girl is long out of sight.

Karmen Loh 

The new girl isn’t in class after lunch. Nobody says anything. It’s almost as if time closed up around her. 

Angela thinks of the way the new girl’s watch sparkled with a kind of light Angela had never seen before. She thinks about the new girl’s shoes and the way the new girl almost seemed to bounce when she walked. 

Tomorrow at dawn. 

Angela never even got the new girl’s name. 

But the new girl already knew hers.

It’s still dark when Angela’s alarm goes off. She groans and rolls over in bed. Why does dawn have to be so early? Why is she even doing this? 

She gets up. Her parents are still asleep. Her brother is snoring so loudly she can hear it through his bedroom door.

She puts her parka on over her pajamas and slips out of the house. It’s only a 15-minute walk to the hill at the south end of town. The town is pretty small, after all. Why would aliens even want to come here? The new girl’s story makes no sense. 

The edges of the sky are turning pink. The moon hangs overhead against a backdrop of black velvet. 

Angela half expects to see the new girl on the hill, but nobody’s there. Just a startled-looking rabbit, which takes one look at Angela and hightails it for the trees. Angela feels like a fool, standing there all alone in her parka in the wet grass. Her shoes are soaked through with dew. Her toes are cold. The sky is empty, and the sun is on its way. 

Why did any part of her believe the new girl? She’s not going to be a scientist. She’s just a dreamy fool.

Angela hears a noise behind her like a marching band coming to life and turns around. And there it is: her future, roaring across the sky.

Icon of a lightbulb

Writing Prompt

Write a sequel that takes place about 57 years in the future, when Angela is a famous scientist. Be sure to include dialogue in your story—and check the punctuation! 

This story was originally published in the September 2024 issue.

Audio ()
Activities (8)
Preparing to Read
Reading and Discussing
Skill-Building Activities
Writing Support
Quizzes (1)
Answer Key (1)
Audio ()
Activities (8)
Preparing to Read
Reading and Discussing
Skill-Building Activities
Writing Support
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Download the Printable Version

Essential Questions: What can dialogue reveal about a character? What makes the unbelievable believable? Is the future predetermined (already decided)?

Table of Contents

1. Prepare to Read

(5 minutes)

Preview Vocabulary (5 minutes)

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: absentminded, backdrop, hightails, luster, Mesozoic era, newfangled. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link to your LMS and have students preview the words and complete the activity independently before class.

2. Read and Discuss

(30 minutes)

Read the “Spotlight On” box on page 13 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, located in the Resources tab in Teacher View and at the top of the story page in Student View.

Have students reread and annotate the story independently. Here are some symbols you might have them use: 

∞ = connection

⭐ = important

❓ = I don’t understand

💭 = “I’m thinking . . .” (add words and comments)

💙 = love this

Alternatively, have students complete a double-entry journal during their reread. In their journals or on a piece of paper, have students create a T-chart. In the left-hand column, have them record three to five lines that jump out at them or feel particularly meaningful. In the right-hand column, have them record their reactions to these lines through questions, comments, connections, or analysis. You can find both a print and a digital version of our Double-Entry Journal handout in the Resources tab. 

Divide students into groups to discuss their annotations or double-entry journals. Then reconvene as a whole group and pose the following questions, some of which may draw on students’ reading responses and group discussions. (If you prefer to have students answer these questions in writing, use the Discussion Questions in the Resources tab.)

Discussion Questions (15 minutes)

1. Describe the new girl’s personality. What makes you say so? (inference, character) The new girl seems slightly scattered, first calling Angela “Dr. Sutcliff,” then talking about moon potatoes and the dinosaurs she’d like to see rather than focusing on the task at hand. It seems like she hasn’t really thought about how to convince Angela to do what she’s asking. Also, the new girl is kind. When Angela seems concerned about aliens making contact, the new girl reassures her that the aliens are friendly and the future is bright.

2. How does Angela feel about the new girl and the new girl’s request? How do you know? (inference, character) Angela is confused by the new girl and is suspicious of her request. When the new girl mentions moon potatoes and colony farms, Angela responds, “The what farms?” Angela also asks the new girl, “Would you believe you?”, revealing that Angela finds what the new girl is saying to be outlandish. There is also a moment when Angela doesn’t know what to say at all, and another moment when she speaks very slowly, both of which show her confusion.

3. What convinces Angela that the new girl might be telling the truth about being from the future? (inference) Angela starts to think that the new girl might in fact be telling the truth for several reasons. First, there is the fact that the new girl knows Angela’s name without being told. Then there is the way no one besides Angela seems to notice the new girl. The new girl’s clothing and appearance—her unusual smartwatch, her strangely lustrous shoes, her too-white teeth, and her extra-shiny hair—and the way she dumps her lunch tray in the garbage also make Angela wonder if the new girl might be telling the truth; these oddities lend credibility to the new girl’s claim of being from the future.

3. Plan Your Sequel

(60 minutes)

Have students use the Featured Skill Activity: Dialogue to help them to respond to the writing prompt on page 14 in the printed magazine and at the bottom of the digital story page:

Write a sequel that takes place about 57 years in the future, when Angela is a famous scientist. Be sure to include dialogue in your story—and check the punctuation!

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 from the Scope archives

More fiction featuring time travel:


Text-to-Speech