"A Wrinkle in Time" is a captivating science fantasy novel by Madeleine L'Engle that follows the journey of Meg Murry, her brother Charles Wallace, and their friend Calvin O'Keefe as they traverse time and space to rescue Meg's father from dark forces threatening the universe.
Reading & Writing Workshop for A Wrinkle in Time by Madeleine L'Engle
Workshop Purpose
This workshop uses A Wrinkle in Time to help students analyze character growth, scientific imagination, conformity vs. individuality, courage, and moral choice through collaborative reading and writing. Students work in structured groups to build interpretation, support claims with evidence, and practice analytical and reflective writing.
Group Structure (Used in Every Session)
Students work in groups of 4–5. Roles rotate every two sessions.
SESSION-BY-SESSION WORKSHOP
SESSION 1 — Why We Read Science Fantasy
Objective
Students understand how science fantasy combines scientific ideas and imagination to explore real human problems.
Mini-Lesson
Explain that science fantasy uses ideas like space, time travel, and advanced technology to ask questions about:
Group Activity — Reality vs. Imagination
Groups discuss:
Writing Task
Quick Write:
Why might an author use science and fantasy instead of realism to explore human emotions?
Included Excerpt
“It was a dark and stormy night.”
SESSION 2 — Being Different: Identity and Belonging
Objective
Students analyze how characters experience difference and isolation.
Mini-Lesson
Explain that many protagonists begin as outsiders. Authors use this to help readers understand internal conflict and growth.
Group Activity — Character Perspective Study
Each group examines Meg’s experiences at school and home and discusses:
Writing Task
Explain how Meg’s feelings about herself influence her behavior early in the novel.
Included Excerpt
“I am not like the other people in my family.”
SESSION 3 — Knowledge, Science, and Curiosity
Objective
Students explore how curiosity and questioning function as strengths rather than weaknesses.
Mini-Lesson
Explain how the novel values:
Group Activity — Question Tracker
Groups identify moments where characters ask questions or challenge ideas and discuss the outcomes.
Writing Task
Is curiosity portrayed as a strength or a risk in the novel? Support your answer with evidence.
Included Excerpt
“There was such a thing as tesseracts.”
SESSION 4 — Power, Conformity, and Control
Objective
Students analyze how the novel represents conformity as a form of control.
Mini-Lesson
Introduce the idea that villains often represent systems rather than individuals. Explain how sameness can be used to eliminate freedom.
Group Activity — Conformity Analysis
Groups analyze Camazotz by identifying:
Writing Task
Explain how conformity becomes a form of power in the novel.
Included Excerpt
“All the houses were exactly alike.”
SESSION 5 — Courage and Moral Choice
Objective
Students examine how courage involves emotional risk rather than physical strength.
Mini-Lesson
Explain that courage in literature often means:
Group Activity — Choice Mapping
Groups analyze a key decision made by Meg, Calvin, or Charles Wallace:
Writing Task
Describe a moment where a character shows courage. Why is that moment important?
Included Excerpt
“Stay angry, little Meg.”
SESSION 6 — Love as Resistance
Objective
Students analyze love as a force that challenges control and fear.
Mini-Lesson
Explain how the novel presents love not as sentiment, but as:
Group Activity — Theme Tracking
Groups identify scenes where love influences action or outcome.
Writing Task
How does love function as a form of resistance in the novel?
Included Excerpt
“Like and equal are not the same thing at all.”
SESSION 7 — Transformation and Growth
Objective
Students analyze how experiences change characters.
Mini-Lesson
Explain character arcs and how challenges shape identity.
Group Activity — Before and After Character Chart
Groups compare Meg at the beginning and end of the novel.
Writing Task
How has Meg changed, and what caused that change?
Included Excerpt
“She had learned that she could act.”
SESSION 8 — Endings and Meaning
Objective
Students interpret the novel’s ending and central message.
Mini-Lesson
Explain that endings reinforce theme rather than simply close the plot.
Group Activity — Theme Synthesis
Groups identify one message the novel leaves readers and support it with evidence.
Writing Task
What lesson does A Wrinkle in Time leave the reader about individuality or courage?
Included Excerpt
“And there they were.”
OPTIONAL CULMINATING PROJECT — Theme Panel or Literary Essay
Group Project Option
Groups create a panel including:
Literary analysis essay focusing on:
Portfolio Components
Teacher Notes
Workshop Purpose
This workshop uses A Wrinkle in Time to help students analyze character growth, scientific imagination, conformity vs. individuality, courage, and moral choice through collaborative reading and writing. Students work in structured groups to build interpretation, support claims with evidence, and practice analytical and reflective writing.
Group Structure (Used in Every Session)
Students work in groups of 4–5. Roles rotate every two sessions.
- Discussion Director
- Passage Curator
- Character Analyst
- Theme & Symbol Tracker
- Connector (optional)
SESSION-BY-SESSION WORKSHOP
SESSION 1 — Why We Read Science Fantasy
Objective
Students understand how science fantasy combines scientific ideas and imagination to explore real human problems.
Mini-Lesson
Explain that science fantasy uses ideas like space, time travel, and advanced technology to ask questions about:
- Fear of difference
- Power and control
- Love, loyalty, and courage
Group Activity — Reality vs. Imagination
Groups discuss:
- What problems Meg faces in the real world
- How those problems might appear in a science-fantasy setting
Writing Task
Quick Write:
Why might an author use science and fantasy instead of realism to explore human emotions?
Included Excerpt
“It was a dark and stormy night.”
SESSION 2 — Being Different: Identity and Belonging
Objective
Students analyze how characters experience difference and isolation.
Mini-Lesson
Explain that many protagonists begin as outsiders. Authors use this to help readers understand internal conflict and growth.
Group Activity — Character Perspective Study
Each group examines Meg’s experiences at school and home and discusses:
- How she sees herself
- How others see her
- How this tension drives the story
Writing Task
Explain how Meg’s feelings about herself influence her behavior early in the novel.
Included Excerpt
“I am not like the other people in my family.”
SESSION 3 — Knowledge, Science, and Curiosity
Objective
Students explore how curiosity and questioning function as strengths rather than weaknesses.
Mini-Lesson
Explain how the novel values:
- Asking questions
- Challenging authority
- Thinking independently
Group Activity — Question Tracker
Groups identify moments where characters ask questions or challenge ideas and discuss the outcomes.
Writing Task
Is curiosity portrayed as a strength or a risk in the novel? Support your answer with evidence.
Included Excerpt
“There was such a thing as tesseracts.”
SESSION 4 — Power, Conformity, and Control
Objective
Students analyze how the novel represents conformity as a form of control.
Mini-Lesson
Introduce the idea that villains often represent systems rather than individuals. Explain how sameness can be used to eliminate freedom.
Group Activity — Conformity Analysis
Groups analyze Camazotz by identifying:
- Rules
- Expectations
- Consequences for difference
Writing Task
Explain how conformity becomes a form of power in the novel.
Included Excerpt
“All the houses were exactly alike.”
SESSION 5 — Courage and Moral Choice
Objective
Students examine how courage involves emotional risk rather than physical strength.
Mini-Lesson
Explain that courage in literature often means:
- Facing fear
- Acting despite uncertainty
- Protecting others
Group Activity — Choice Mapping
Groups analyze a key decision made by Meg, Calvin, or Charles Wallace:
- What fear is involved?
- What is at stake?
- What motivates the choice?
Writing Task
Describe a moment where a character shows courage. Why is that moment important?
Included Excerpt
“Stay angry, little Meg.”
SESSION 6 — Love as Resistance
Objective
Students analyze love as a force that challenges control and fear.
Mini-Lesson
Explain how the novel presents love not as sentiment, but as:
- Loyalty
- Persistence
- Refusal to give up on others
Group Activity — Theme Tracking
Groups identify scenes where love influences action or outcome.
Writing Task
How does love function as a form of resistance in the novel?
Included Excerpt
“Like and equal are not the same thing at all.”
SESSION 7 — Transformation and Growth
Objective
Students analyze how experiences change characters.
Mini-Lesson
Explain character arcs and how challenges shape identity.
Group Activity — Before and After Character Chart
Groups compare Meg at the beginning and end of the novel.
Writing Task
How has Meg changed, and what caused that change?
Included Excerpt
“She had learned that she could act.”
SESSION 8 — Endings and Meaning
Objective
Students interpret the novel’s ending and central message.
Mini-Lesson
Explain that endings reinforce theme rather than simply close the plot.
Group Activity — Theme Synthesis
Groups identify one message the novel leaves readers and support it with evidence.
Writing Task
What lesson does A Wrinkle in Time leave the reader about individuality or courage?
Included Excerpt
“And there they were.”
OPTIONAL CULMINATING PROJECT — Theme Panel or Literary Essay
Group Project Option
Groups create a panel including:
- Theme statement
- 2–3 analytical paragraphs
- 3–5 quotations
- One original written piece (reflection, monologue, or short scene)
Literary analysis essay focusing on:
- Conformity vs. individuality
- Courage and fear
- Love as resistance
Portfolio Components
- Reading notes
- Group charts
- Drafted responses
- Final polished writing piece
Teacher Notes
- This workshop aligns with CCSS Reading Literature, Writing, and Speaking standards
- Science fantasy is framed as literary analysis, not science instruction
- Sessions are flexible and can be taught independently