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A Wrinkle in Time Teaching Unit
Excerpt From this Document
- Using specific examples from the text, trace the ways in which Meg Murry’scharacter and self-image develop over the course of A Wrinkle in Time.
- Discuss and point out examples of L’Engle’s use of light and dark imagery to symbolize Good and Evil. Can you think of other books or movies in which light and dark symbolize these things? Why do you think L’Engle chose light for Good and dark for Evil instead of the other way around?
- Discuss the ways in which the idea that “appearances can be deceiving” applies to Mrs. Whatsit, Charles Wallace, and the beasts of Ixchel.
- How do Meg’s feelings for and expectations of her father change over the course of the novel? What can we reasonably expect of our parents?
- Consider the many different ways people and creatures communicate in A Wrinkle in Time. Does L’Engle seem to prefer any one way over the others?
- Meg has a hard time explaining concepts like “light” and “vision” to Aunt Beast. What things, if any, cannot be communicated in words?
- Are all of the citizens of Camazotz as happy as IT says they are? Does L’Engle give us any indications that they might not be?
- What measures does CENTRAL Central Intelligence take to ensure that allcitizens of Camazotz are exactly alike? What, for example, happens to a citizen who gets a cold?
About this Document
A teaching unit and individual learning packet from Prestwick House. Includes the following: comprehensive chapter-by-chapter study guides for students; questions suitable for essay topics or discussion; vocabulary lists; multiple-choice and essay test with answer key; introductory material from Prestwick House to familiarize both students and teachers with the work.