A Wrinkle In Time

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What is time? Is it linear or cyclical? Based on your understanding of the concept of time, is time travel possible? Why or why not?

Teaching Suggestion: Although time is something students encounter regularly in their everyday lives—setting their alarm clocks and waking up “on time,” checking the time on their cell phones, etc.—some students may struggle to define such an abstract concept. Consider having them work with a partner to develop a working definition of time. These short answer questions can help activate prior learning and engage student interest in the novel’s subject matter of time travel. You can use these questions to help prepare students to understand the concept of the tesseract, a method of traveling long distances without time passing.

• This timeline by Quanta Magazine traces humanity’s understanding of time throughout history.
• This Science Time video features Neil deGrasse Tyson discussing the possibility of time travel.

2. What is the difference between good and evil? What makes a person or being good? What makes a person or being evil?

Teaching Suggestion: Guiding students through a respectful, inquisitive discussion of this question on their own terms can lead to a discussion of one of the novel’s major themes: It’s Not What Things Look Like; It’s What They Are Like (or Perception Versus Reality). Having this discussion before reading will also help students to develop a nuanced understanding of Meg’s encounters with the creatures on the planet Ixchel and her emotional conflict with her father.

• “The Problem of Evil: Crash Course Philosophy #13”: This 10-minute video from Crash Course host John Green summarizes philosophical discussions about good and evil from the standpoint of trying to make logical sense in the context of theological beliefs. He discusses the different ways people who believe in a higher power often make sense of good and evil and the arguments that atheists make against such beliefs.

Differentiation Suggestion: For less abstract thinkers, it might be useful to set frames or context for students to answer this question in a classroom discussion. For example, students might benefit from thinking about good and evil on a more concrete level: what makes a friend good or evil? What makes an action good or evil: the outcome or the intention? Alternatively, students could enter the discussion by first defining good, then defining evil, followed by a discussion of categorizing teacher-selected current events, or more concrete topics. Graphic organizers, such as a Venn diagram or T-chart, could offer a more visual approach.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

What is your greatest weakness? Are there settings or occasions when something you usually struggle with gives you an advantage over others? Describe how your greatest weakness can sometimes be your greatest strength.

Teaching Suggestion: This prompt can help students understand Meg’s character development throughout the novel. Some students may need specific examples to activate their thinking. For example, you might share that people who work poorly under pressure are often the most prepared. You could also invert the question to read “Describe how your greatest strength can sometimes be your greatest weakness” in order to help students better understand Charles Wallace’s character development.