Grade 6
Language Arts Novel Unit
Novel Title: A Wrinkle in Time
Marking Period:
Unit Length:
4
Designated Group
Accelerated
On
Above
Below
Author: Madeline L’Engle
Prerequisite(s):
2-3 weeks
Students should be able to create and use a graphic organizer.
Students should be able to identify theme.
Students should have basic knowledge of computer skills
Enduring Understanding(s):
Literature helps us learn about life.
Elements of literature change or remain the same as we move
from genre to genre.
Language choices strengthen writing.
The writing process can be used to make our writing clear to
our readers.
Curricular Connections:
Science: Time Travel, Space/Planets, UFOs
Essential/Key Questions:
What can the imaginative characters who travel beyond the real
world tell us about ourselves and the future?
How do writers make us believe in the worlds they create with their
imaginations?
How can we describe settings so readers can easily imagine them?
How does word choice affect how readers react to writing?
Technology Indicator(s):
Students will be able to use computers and related technologies to
communicate, collaborate, and interact effectively with multiple
audiences.
Students will use technology as a tool to increase productivity,
promote creativity, and encourage collaboration.
Name of novel: A Wrinkle in Time
Created by:
Brenda Osborne
Evidence of Learning:
Instructional Resources:
Formative Assessments:
CTBS results
Self-selected Reading Conference Logs
Unit 3 Assessment results
Summative Assessments:
Unit 4 limited writing tasks.
Unit 4 Assessment results.
Completed technology activities.
Written responses to readings.
The Interactive Reader
“The Fun They Had” p. 205 (technology)
“The Phantom Tollbooth” p. 171 (setting,
visualization)
Daybook of Critical Reading and Writing
“The Search for Delicious” (p. 40)
setting, sensory details)
Sourcebook
“The Phantom Tollbooth” p. 225
(theme, character)
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
1
Novel Planning Sheet
Read Aloud/Journal Topic
Teacher Directed Writing
Word Development
Technology
Outcome:
Outcome:
Outcome:
Outcome:
Outcome:
Day one: Students will use
contextual information to
unlock the meaning of new
words.
Day Two: Students will
confirm or revise
predictions.
Students will analyze characterization as
delineated through the character’s actions,
words and deeds.
Students will depict a Science Fiction
setting using sensory details, colorful
modifiers, active voice and
correctness
Sensory details from A
Wrinkle in Time.
Students will use
Microsoft Publisher to
create a business card for
a character in A Wrinkle
in Time.
Procedure:
Procedure:
Procedure:
Procedure:
Procedure:
Revision Drill: Sensory Details
Materials: Chapter 1 of
A Wrinkle in Time.
Teacher and students will
brainstorm a list of
characters from the novel
A Wrinkle in Time, and a
few of their main
characteristics.
Day One:
Material: Shrek! By William
Steig pp 1-12.
Teacher models using
contextual clues to unlock
meaning of new words. A few
good ones to use are: cowed,
stench, blithe, repulsive,
pheasant
Journal: How does the author’s
word choice create meaning for
the reader?
Selection pages - Chapter 1 2-3 days
Teacher Directed Reading
DAY TWO
Material: Shrek! By William
Steig p. 13-end
Teacher will model confirming
or revising predictions.
Journal: How would this
story be different if Shrek
had been handsome?
Name of novel: A Wrinkle in Time
Before:
Recall prior knowledge of the differences
between fantasy and science fiction.
Preview chapter one of A Wrinkle in
Time.
Predict some of the characteristics of a
hero.
Purpose for reading: How does Meg’s
view of herself differ from her mother’s?
Vocabulary: constable, moderation,
tramp, postmistress
During:
Teacher models using post-it notes to
mark clear examples of characterization for
the first few pages.
Students independently finish reading
chapter 1 using the same strategy.
After:
Review and revise predictions.
Teacher guides students through the
completion of the character chart for
Charles Wallace.
Students work in collaborative groups to
complete the chart for Meg. TR1
Groups share.
Created by:
Brenda Osborne
TR2
Editing Drill: punctuation,
capitalization spelling TR3
The teacher will model the process
of writing a science fiction setting.
Teacher and student unlock the
limited writing prompt. TR14
Teaches and students discuss
different settings that could be used
in a science fiction setting
Brainstorm colorful modifiers that
could be used.
Students will work with
partners to locate sensory
details, categorize, and
analyze them. TR 4
Teacher models writing science
fiction setting interactively with
students contributing suggestions.
Students independently write a
Science Fiction setting.
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Teacher will model using
Microsoft Publisher to
create a business card for
a character. TR 15
Students will use
Microsoft Publisher to
create a business card
that highlights important
characteristics of the
character they have
chosen.
Students will print a set
of business cards, cut
them out and trade with
others.
Rubric TR17
2
Novel Planning Sheet
Read Aloud/Journal Topic
Teacher Directed Reading
Teacher Directed Writing
Word Development
Technology
Outcome:
Outcome:
Outcome:
Outcome:
Outcome:
Students will generate
questions for clarification.
Students will determine theme and explain
how the theme represents a view or
comment about life.
Students will engage in the writing
process to produce a persuasive letter
that clearly addresses audience,
purpose, and format.
Students will use
knowledge of Greek and
Latin roots to understand
vocabulary.
Students will use Internet
resources and PowerPoint
to locate photos of planets
Meg, Charles Wallace and
Calvin might want to
Tesser to.
Procedure:
Procedure:
Procedure:
Procedure:
Procedure:
Material: Imogene’s Antlers
by David Small.
Before:
Recall prior discussion of what makes a
good hero.
Predict what a tesseract is.
Purpose for Reading: Who are the heroes
fighting for our planet?
Vocabulary: despair, Chesire Cat, The
Tempest.
Revision Drill: TR5
Editing Drill: TR3
Teacher will model the process of
writing a persuasive letter:
Unlocking the writing prompt TR7
Brainstorming ideas, especially
information from chapter 6.
Creating a graphic organizer to help
organize ideas.
“Mega” Vocabulary TR6
Teacher will model using
the Internet to locate
photo of a planet using
the following sites: TR 16
NSSDC Photo Gallery
HST Greatest Hits 19901995 Gallery
Bill and Sally Fletcher
Astronomy Photos
Gallery & Great
Astronomy Gifts
Teacher will model how
to copy and paste photo
into PowerPoint.
Teacher models asking
questions for clarification.
Selection pages - _Chapter 5 2-3 days
Journal: Describe a time In
your life when
something surprising
happened to you.
Name of novel: A Wrinkle in Time
During:
Students will read chapter 5 of A Wrinkle
in Time.
Students will use questioning to generate
questions for clarification.
After:
Review and revise predictions.
Discuss the heroes mentioned in the
chapter.
Students will use their generated
questions to explain what the author might
want them to learn about heroes. TR10
Created by:
Brenda Osborne
Teacher will model writing a
persuasive letter interactively with
students contributing suggestions.
Students will individually write a
persuasive letter that address topic,
audience, purpose and format.
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
Students will follow the
same procedure to locate
photos of planets they
feel would be interesting
for Meg, Charles
Wallace and Calvin to
visit.
3
Read Aloud/Journal Topic
Teacher Directed Reading
Teacher Directed Writing
Word Development
Technology
Outcome:
Outcome:
Outcome:
Outcome:
Outcome:
Students will make connections
between A Wrinkle in Time and
Zenon in Bobo Crazy.
Students will compare their personal view of human
experience with the author’s.
Students will write a poem that expresses a
personal attitude about A Wrinkle in Time.
Students will identify
Connotation and how it applies
to mood.
Students will use PowerPoint
to create a presentation about
planets that Meg, Charles
Wallace and Calvin might like
to Tesser to.
Procedure:
Procedure:
Procedure:
Procedure:
Procedure:
Material: Zenon in Bobo
Crazy by Marilyn Sadler
(chapter 1)
Before:
Prior Knowledge: Making connections to
challenges students have faced.
Predict: How will Charles be rescued?
Purpose for Reading: What is Meg’s
secret weapon?
Vocabulary: gooseflesh, sonnet,
unadulterated, consciousness
Revision: TR 12
Editing: TR 3
Material: Write Source 2000
Teacher will introduce the
Concept of connotation.
Teacher will model how
to make a PowerPoint
presentation using
previously collected
photos of planets. TR13
Teacher models relating
what is read to other texts,
specifically A Wrinkle in
Time.
Selection pages - Chapter 12 2-3 days
Journal: What elements of
Science Fiction do both
works contain?
Name of novel: A Wrinkle in Time
During:
Students will read chapter 12 of A
Wrinkle in Time using post-it notes to mark
the place they discover Meg’s secret
weapon.
After:
Discuss the theme of love in this book.
Brainstorm other themes found in this book.
Students will independently complete
Theme Chart TR 8
Created by:
Brenda Osborne
Teacher will model the process for
writing a poem that expresses a
personal attitude about A Wrinkle in
Time:
Unlocking the limited writing
prompt TR11
Brainstorming types of poems using
Write Source 2000.
Model writing a poem interactively
with students contributing
suggestions.
Teacher and students will
complete the first half of
TR9.
Students will work
independently to finish
TR9.
(to acess this example, when
you get there, hit full screen)
Students will create a
PowerPoint presentation
that includes: description
of planet, an interesting
fact, and the reason why
Meg, Charles Wallace
and Calvin might want to
tesser there.
Students will individually write a
poem.
After editing and revision, final copy
can be put on Microsoft Word.
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
4
Novel Plot Summary
Parts of the Plot
Summary
Exposition
Everything is wrong in Meg Murray's life. In school, she's been dropped down to the lowest section of her grade. She's teased about her five-year-old
brother, Charles Wallace, whom everyone mistakenly thinks is dumb. Not to mention that Meg wears braces and glasses and has mouse-brown hair.
Much will be better in her miserable life when her father gets back. But gets back from where? Meg's physicist father had been experimenting with the
fifth dimension of time travel when he mysteriously disappeared
Rising Action
One dark and stormy night, the family is visited by a disheveled heap of a woman named Mrs. Whatsit. Eccentric and brilliant, she, along with Mrs.
Which and Mrs. What will turn out to be the force who spurs on Meg, Charles Wallace, and their new friend, Calvin O'Keefe, to embark on a dangerous
quest through space to find their father. In doing so, they must travel behind the shadow of an evil power that is darkening the cosmos. Before long, the
trio discovers that Meg's and Charles Wallace's father is being held prisoner by evil forces on the planet of Camazotz, an eerie place where complete
conformity is expected in exchange for personal freedom
Climax
Falling Action
Resolution
Name of novel: A Wrinkle in Time
There they engage in the fight of their lives against a giant disembodied brain named "It." In the course of this battle, Charles Wallace comes under the
complete control of “It.” His family must leave him in order to seek help and guidance, which they find in the form of Aunt Beast on the planet Ixchel.
It is decided that Meg will use the power of her love for her brother to rescue him. This works, and everyone returns home.
Mr. And Mrs. Murray are reunited, and Meg has learned a valuable lesson about the power of love and the unique contributions we all have to make in the world.
Created by:
Brenda Osborne
NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools
5