Response to “A Wrinkle in Time,” by Madeleine L’Engle

APA Reference:  L'Engle, M. (1962). A Wrinkle in Time. New York, NY: Farrar, Straus and Giroux. Genre: Science Fantasy, Middle Grade Novel Usage: Ages 10–13, Grades 5–8

Personal Response Reading A Wrinkle in Time challenged me to think about courage, difference, and the power of love. As someone who sees the need to question the status quo, I felt a strong connection to Meg, who doesn't fit in but ultimately becomes the hero not by changing who she is, but by accepting herself. The story blends science fiction with spiritual and philosophical questions in a way that feels very meaningful. One thing that stood out to me was how L'Engle lets darkness represent both cosmic evil and personal despair, making the story feel deeply human. At the same time, I felt somewhat uncertain about the book's direct references to "Jesus" and other religious figures. While they are brief, they carry weight, especially for children whose families hold these figures as sacred. I would be careful to frame this moment respectfully, acknowledging that students come from a wide range of beliefs and that literature can include different perspectives on the same ideas. Critique Plot: The story follows Meg Murry, her brother Charles Wallace, and friend Calvin as they travel across dimensions to rescue Meg's father and confront an oppressive force known as IT. The plot is really imaginative, combining science fiction with an emotional story. It balances action with highly introspective moments that allow readers to reflect. Setting: Settings shift between Earth, the planet Uriel, Camazotz, and others, that serve as contrasts between beauty, oppression, and mystery. Each location reinforces the book's core tension between freedom and control. Theme: Major themes include the fight between good and evil, individuality versus conformity, and the strength found in love. L'Engle does not simplify these ideas but presents them in ways that I think would resonate with young readers grappling with their identity. Style: The prose is poetic and grounded at times, shifting naturally with the narrative. Dialogue and inner thoughts are used effectively to reveal the emotional complexity of characters, particularly Meg. Point of View: Told from Meg's perspective, the narrative allows readers to see her vulnerabilities and growth firsthand. This choice helps make abstract philosophical questions feel personal and urgent. Lesson Sketch Lesson Title:  Finding Light in the Darkness: Exploring Identity and Courage Relevant 5th Grade CA Common Core Standard: RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges. Objective (ABCD Format): After reading excerpts from A Wrinkle in Time, students will be able to identify how Meg responds to challenges and what that reveals about the story's theme, with evidence from at least two passages. Standard-Aligned Lesson Activity: Students will work in pairs to choose two scenes where Meg faces a difficult moment. They will annotate the text, noting how Meg's thoughts and actions reveal her character. Then, they will share their findings in small groups and connect them to the theme of courage and self-acceptance. Discussion Questions: How does Meg change from the beginning to the end of the story? What does IT represent in the story, and how might it relate to challenges in our own world? What role does love play in helping characters overcome obstacles? Outside Resources https://www.commonsensemedia.org/book-reviews/a-wrinkle-in-time – Parent focused Review and discussion guide https://www.readworks.org/lessons/grade6/wrinkle-time - 6th grade unit from ReadWorks https://www.learningforjustice.org/classroom-resources/lessons/the-rich-tapestry-of-religion-in-the-united-states  – Article on Religious Diversity, Social justice themed teaching resource

Mr. Rueda's Response to “This is Not My Hat” by Jon Klassen

APA Reference:  Klassen, J. (2012). This Is Not My Hat. Somerville, MA: Candlewick Press. Genre: Picturebook, Fiction Usage: Ages 4–8, Kindergarten–2nd Grade

Personal Response

Jon Klassen’s This Is Not My Hat immediately pulled me into its underwater world through its understated but powerful illustrations. What impressed me most was how the images created a deep and expansive sense of the ocean, with a nearly transparent quality that made the setting feel otherworldly. When the small fish swims into the kelp to hide, I felt the tightness and smallness of the space.  I felt like I, too, was hiding there. I appreciated the cleverness of the story and its use of irony, especially how the illustrations reveal what the text does not.

At the same time, I found myself questioning the open-ended moral resolution. As a future educator, I see value in giving children stories that clearly show consequences for moral choices like stealing. While I understand the appeal of letting children interpret the ending, I worry that some important lessons might be missed. I would likely use this moment in a read-aloud to pause and ask children what they think happened and what should happen next. It opens space for dialogue, but I would also guide students toward reflecting on right and wrong.

Book Critique

Illustration: The illustrations are the book’s most powerful feature. Klassen uses a muted, almost transparent palette to create an immersive underwater world. The subtle shifts in eye direction and posture carry the emotional weight of the story. The sparse, minimalist images leave room for interpretation while guiding the reader through a layered narrative. The visual storytelling invites close attention and rewards repeated readings.

Plot: The plot is straightforward but rich with irony. A small fish steals a hat and believes he is safe, while the illustrations reveal a different truth. The contrast between the text and images builds tension and humor.

Setting: The setting is quiet and expansive. Shades of gray and blue give a sense of depth and mystery. Kelp and open space heighten the small fish’s vulnerability and the suspense of being followed.

Theme: The book explores consequences without clearly stating them. It raises questions about morality and justice while leaving the ending open. This invites discussion but may feel unresolved for some readers.

Style: The writing is spare and direct. Klassen’s illustrations do most of the narrative work, relying on composition, space, and suggestion. The synergy between text and image is strong.

Point of View: The story is told from the little fish’s perspective. His confidence contrasts with what the reader sees in the illustrations. This unreliable narration adds depth and encourages readers to think beyond the words.

Lesson Sketch

Proposed Lesson Title: Picture Clues: Learning right from wrong

1st Grade CA Common Core Standard: RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

Objective (ABCD Format):
After listening to This Is Not My Hat, students will be able to describe how the illustrations reveal what the character does not know, with at least two specific examples from the book.

Standard-Aligned Lesson Activity:
Read the book aloud twice (make youtube video available to students who want to read it more). The first time, focus only on the text. Then read again, stopping to examine the illustrations. Ask students to act as “illustration detectives,” pointing out how the pictures show more than the words. In small groups, they create two-frame comic strips showing “what the fish thinks is happening” vs. “what’s really happening.”

Discussion Questions:

1. What does the little fish believe will happen after he takes the hat?

2. What do the pictures show that the little fish doesn’t tell us?

3. Do you think the big fish should forgive the little fish? Why or why not?

Outside Resources:

1. https://school.teachingbooks.net/tb.cgi?tid=31415#Resources  – Author interviews and activity ideas for This Is Not My Hat
2. https://www.youtube.com/watch?v=ImQXpj6AmVs   – Video version of the book on youtube for projection
3. https://www.readwritethink.org/classroom-resources/lesson-plans/picture-understanding-building-comprehension  – Building Comprehension in the Primary Grades With Picture Books