{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Mirror Lake Middle School","outOfStateSupporters":49.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":5100150,"projectId":4852512,"letterContent":"The long term impact of implementing the Sound Innovations Ensemble Development books in my Intermediate and Advanced Bands has changed the way the band approaches tone, blend, and balance.\r\n\r\nSeveral other schools have now switched to the same curriculum after the success at Mirror Lake\r\n\r\nStudents enjoy the variety of chorales and etudes that challenge them to grow as both individual and ensemble musicians. \r\n\r\nI plan on using the level 1 books in Beginning Band this year to introduce basic chorales earlier in hopes that it develops better blend and balance in 6th grade.","fullyFundedDate":1588739567216,"projectUrl":"project/all-about-tone-2/4852512/","projectTitle":"All About Tone 2","teacherDisplayName":"Mr. Harrington","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5100150_orig.jpg?crop=1317,1317,x1612,y53&width=272&height=272&fit=bounds&auto=webp&t=1557766751407","teacherClassroomUrl":"classroom/mlmsband"},{"teacherId":4004622,"projectId":7094173,"letterContent":"In our classroom, reading Two Old Women: An Alaskan Legend of Betrayal, Courage, and Survival by Velma Wallis has been an incredible way to connect students with culturally relevant literature while building essential reading and writing skills. Through this text, students learn to analyze character development by examining how internal and external forces—such as betrayal, hardship, and survival—shape a character's growth. One of our key assignments has been writing a five-paragraph essay analyzing how one of the main characters grows and changes throughout the story. This helps students practice structured writing, use textual evidence, and deepen their understanding of literary analysis. They are also exploring broader themes, such as resilience, trust, and community—all deeply relevant to both the story and our students' Alaskan experience.\r\n\r\nReading in our classroom is interactive and reflective. Students engage with the text through whole-group discussions, small-group dialogues, and individual journaling in their reader response books. They annotate passages, ask questions, write in a graphic organizer and make connections between the story and their own lives, especially since many of our students spend time outdoors and understand the realities of subsistence living in Alaska. It's been rewarding to see students draw parallels between the story's setting and their environment, which makes the lessons more meaningful and personal.\r\n\r\nWhen we first began this unit, the old copies of Two Old Women we had were literally falling apart—pages torn, covers worn, and barely holding together. Despite that, the students' excitement for the story was undeniable. Several students who don't usually see themselves reflected in literature are especially captivated by this book. For example, some of my students with strong ties to local indigenous cultures have taken great pride in learning about Athabaskan history and storytelling traditions. Their enthusiasm has inspired their peers to ask more thoughtful questions and explore cultural perspectives they hadn't considered before. The STEM project that complements this unit—building mini snowshoes —has also kept them highly engaged, blending hands-on learning with the themes of the story.\r\n\r\nCurrently, we have almost enough new copies of the book for classroom use , and many students have expressed a desire to take a copy home to continue their work outside of class. With a four-day block schedule and limited time in each period, having enough books for all 165 students allowed us to extend learning beyond the classroom. This unit is something I plan to teach for years to come, and additional, durable copies would help ensure that every student has the opportunity to engage with this powerful story fully, both at school and at home. 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Join the 190 supporters who believe in this school.
About this school
Mirror Lake Middle School is
a town public school
in Chugiak, Alaska that is part of Anchorage School District.
It serves 549 students
in grades 6 - 8 with a student/teacher ratio of 14.1:1.
Its teachers have had 40 projects funded on DonorsChoose.
Public School
Grades 6 - 8
549 Students
39 Teachers
22901 Lake Hill DrContact info is sourced from our partners at MDR Education, and DonorsChoose updates our site ahead of each school year.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. Each classroom request for funding was created by a classroom teacher and reviewed by the DonorsChoose team.
of students receive free or reduced price lunch
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
Source: the National Center for Education Statistics
12%
of students are Black, Latino, Native
American, or Asian
Data about school demographics comes from the National Center for Education Statistics, via our partners at MDR Education. The numbers in this chart may not add up to 100% because of limitations in the available data.
Mirror Lake Middle School Support on DonorsChoose
Last updated Dec 5, 2025
DonorsChoose makes it easy for anyone to help a teacher in need, moving us closer to a nation where students
in every community have the tools and experiences they need for a great education.
Mirror Lake Middle School
$37,802
raised using DonorsChoose
40
projects
funded
19
teachers
funded
190
donors
1
project
for
basic supplies
6
projects for
technology
6
projects for
books
2
projects
for
art supplies
Mirror Lake Middle School has received support from
96 individuals from Alaska and
94 individuals out-of-state.