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