Teaching A Wrinkle in Time

Instructions for You

Objective: Since the evil villain in A Wrinkle in Time is a giant pulsing brain, a brain related activity seems appropriate. Coincidentally, one of the huge themes of the book is how each of us has different strengths and weaknesses, and how we balance one another out in our relationships (that's ultimately how the kids succeed, right?). So, for this activity, students will read an article about the two sides of the brain and how each controls specific functions. They will then write a short essay or draw a picture with labels documenting which side of their brain is dominant.

Materials Needed: Access to this summary of functions of each side of the brain as well as "If I Only Had a Brain" from The Wizard of Oz; access to computer (for writing a short essay) or poster board and markers (for drawing a picture)

Step 1: Set the mood by showing the scarecrow singing his little straw-filled head off.

After disappointing your class by letting them know it is not, in fact, a movie day, ask your students what this song has to do with the book. You'll probably get a lot of IT related answers—not surprising—and this is a great chance to explore the ways in which IT doesn't act like a human brain, too.

Step 2: The scarecrow sings about all the things he could do if he only had a brain. But could he really do them all, or would he be able to do some better than others? In other words, how does the human brain work? This is supposed to be a two-three period lesson, so we'll keep it simple—you might want to let you kids know that some scientists devote their entire careers to studying this question, though.

For our purposes, have the kids read about the functions of each side of the brain, highlight or taking notes as they go. Here are some questions students should keep in mind as they read, helping them connect this activity to their own lives:

• What does the right side of the brain control?
• What does the left side of the brain control?
• What are some of your strengths?
• Based on your strengths and your understanding of the sides of the brain, which side is dominant for you?
• What way(s) do you learn best? Are there changes you might make to how you study based on this knowledge?

Step 3: Present your students with the two project options: writing a short essay or drawing and annotating a picture of the brain. Left brainers will probably want to write a paper, while right brainers will want to pursue the diagram—but for a twist, you might have them quit projecting for this project, and encourage them to strengthen the weaker sider of their brain by choosing the option that tests their mental mettle most.

With their project established, give students time to collect their notes and thoughts around the following questions, and put them into either an essay or diagram.

• What functions is your brain really good at? Math, art, logic, reasoning, social interactions, critical thinking? How do you know?
• Which side of the brain controls the majority of things you feel you're good at?
• Which side is not dominant, and how do you know?
• Do you think you're similar to anyone in your family? Different? How?
• Can you find any specific parts of the brain that control certain functions? What are they and what do they do specifically?
• What can you do (if anything) to strengthen weaker skills?
• What subjects come easily to you and how does this match up (or not!) with how the article explains the sides of the brain?
• Choose something about yourself and describe it. For instance, what does your bedroom look like and how does this fit with your brain dominance? What studying conditions do you prefer? How do you go about doing a long-term assignment?
• Which character from A Wrinkle in Time do you most resemble (mentally, that is)? How? Who do you have the least in common with, brain-wise?
• Is there a part of the story you think you could be helpful during? How? Why?
• Which part of the story would be most difficult for you? Why?
• If you could befriend one of the characters, which would it be? Would you befriend based on similarities, or would you rather get to know someone totally different from you?

No matter their presentation format, students should keep in mind that organization counts. Whether paragraphs or speech bubbles, grammar and punctuation rules apply, and they need to support their argument clearly and use examples from the article and A Wrinkle in Time. However, they should be encouraged to write from the first-person point of view and use their own unique voice to explain themselves—part of the fun of this project is that it offers a personal in to the book.

Step 4: Pair kids up whose projects are really different from one another and have them explain their brain. Hey, exposure makes a person more empathetic and more engaged in the world, right? Help them to evaluate this assignment by giving them the following questions to consider after they share:

• What surprised you about your partner's presentation? What was predictable?
• In what ways might you be similar, even if your dominant side of the brain isn't the same?
• How does the nature of your presentation reflect your brain function? Or, alternately, how is it at odds with how your brain functions?
• What was it like to share your work? Was any part of it difficult? Why?
• Could you compare yourself or your partner to any other characters in A Wrinkle in Time? How about characters from other books?
• Do you think it's possible to "improve" brain functioning that doesn't come super naturally? How can you do this?
• Have you ever met someone who breaks the rules when it comes to sides of the brain? What do you think is going on with these kinds of people?
• What did you like about this activity? What was tough about it?

Instructions for Your Students

Objective: Since the evil villain in A Wrinkle in Time is a giant pulsing brain, a brain related activity seems appropriate. Coincidentally, one of the huge themes in the book is how each of us has different strengths and weaknesses, and how we balance one another out in our relationships—it's ultimately how the kids succeed, after all.

For this activity, you will read an article about the two sides of the brain and how each controls specific functions. Then, you will either write a short essay or draw a diagram with labels documenting which side of your brain is dominant. See? Literature is totally connected to your own life.

Step 1: Get into the mood by watching the scarecrow singing his little straw-filled head off. A few things to consider:

• What does this song have to do with the book? 
• Does it remind you of anything or anyone in the story? What similarities or differences leap out at you?

Step 2: The scarecrow sings his little straw-filled head out about all the things he could do if he only had a brain. But could he really do them all, or would he be able to do some better than others? In other words, how does the human brain work? Some scientists devote their entire careers to studying this question, but you'll just be spending a few class periods on it.

To get started, read about the functions of each side of the brain, highlighting or taking notes as you go. Here are some questions to keep in mind as you read:

• What does the right side of the brain control?
• What does the left side of the brain control?
• What are some of your strengths?
• Based on your strengths and your understanding of the sides of the brain, which side is dominant for you?
• What way(s) do you learn best? Are there changes you might make to how you study based on this knowledge?

Step 3: Now comes the part where you have options—it's either essay time, or diagram time. For the essay, use the first-person to describe which side of the brain you feel is dominant for you and why. If visuals are more your thing, though, then put together diagram explaining the same, combining words and images. Do you think left dominant people will mostly choose one assignment and right brainers the other? Perhaps you'll choose the project that challenges you to use your recessive (a.k.a. non-dominant) side. Wouldn't that be interesting?

Once you've identified which project you'll be doing, collect your notes and thoughts around the following questions, then put them into your chosen project format:

• What functions is your brain really good at? Math, art, logic, reasoning, social interactions, critical thinking? How do you know?
• Which side of the brain controls the majority of things you feel you're good at?
• Which side is not dominant, and how do you know?
• Do you think you're similar to anyone in your family? Different? How?
• Can you find any specific parts of the brain that control certain functions? What are they and what do they do specifically?
• What can you do (if anything) to strengthen weaker skills?
• What subjects come easily to you and how does this match up (or not!) with how the article explains the sides of the brain?
• Choose something about yourself and describe it. For instance, what does your bedroom look like and how does this fit with your brain dominance? What studying conditions do you prefer? How do you go about doing a long-term assignment?
• Which character from A Wrinkle in Time do you most resemble (mentally, that is)? How? Who do you have the least in common with, brain-wise?
• Is there a part of the story you think you could be helpful during? How? Why?
• Which part of the story would be most difficult for you? Why? 
• If you could befriend one of the characters, which would it be? Would you befriend based on similarities, or would you rather get to know someone totally different from you?

No matter your presentation format, keep in mind that organization counts. Whether your words are in paragraphs or speech bubbles, grammar and punctuation rules apply, and you need to support your argument clearly and using examples from the article and A Wrinkle in Time.

Step 4: It's time to offer a glimpse inside your head to one of your classmates. Your teacher will partner you up with another student from your classroom—maybe even someone whose brain dominance is opposite of yours—to share your research and self-assessment with. Here are some questions for you to mull over as you share:

• What surprised you about your partner's presentation? What was predictable?
• In what ways might you be similar, even if your dominant side of the brain isn't the same?
• How does the nature of your presentation reflect your brain function? Or, alternately, how is it at odds with how your brain functions?
• What was it like to share your work? Was any part of it difficult? Why?
• Could you compare yourself or your partner to any other characters in A Wrinkle in Time? How about characters from other books?
• Do you think it's possible to "improve" brain functioning that doesn't come super naturally? How can you do this?
• Have you ever met someone who breaks the rules when it comes to sides of the brain? What do you think is going on with these kinds of people?
• What did you like about this activity? What was tough about it?