~ Page 1 © Gay Miller ~
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Thank you for downloading this
sample of A Wrinkle in Time Book Unit. Other book units may be
found at http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic organizers
for an interactive notebook covering
vocabulary, comprehension questions,
constructed response writing, and skill
practice. I hope your students enjoy a
book study using the engaging method
of using interactive notebooks.
You can purchase
the full unit here.
A Wrinkle in Time
Genre ~ Science Fiction
Interest Level ~ Grades 4 – 8 (Age 9-12)
Grade level Equivalent: 4.7 to 5.8
Lexile Measure®: 740L
~ Page 3 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers 5
Lesson Plans at a Glance 6
Vocabulary 7
Vocabulary Teaching Method 8
Vocabulary List 11
Vocabulary Bookmarks 16
Vocabulary Word Cards 18
Vocabulary Practice Booklet and Storage Pocket 22
Vocabulary Test 46
Comprehension and Writing 50
Teacher Information/Alignment to the Common Core State Standards 51
Chapter 1 Comprehension 57
Chapter 1 – Characters ~ Meg 59
Chapter 1 - Characters ~ Meg and Charles Wallace 61
Chapter 1 - Mood 63
Chapter 2 Comprehension 65
Chapter 2 - Summarizing 67
Chapter 2 – Characters – Calvin and Mrs. Who 69
Chapter 3 Comprehension 71
Chapter 3 – Point of View 73
Chapter 4 Comprehension 76
Chapters 1-4 Figurative Language 78
Chapters 1-4 Figurative Language 81
Chapter 4 – Problem and Solution Chain 83
Chapter 5 Comprehension 85
Chapter 5 – Tessering (Symbolism) 87
Chapter 5 – Tessering (Famous People) 91
Chapter 6 Comprehension 93
Chapter 6 – Comparing Characters (O’Keefes and Murrys) 95
Chapter 6- Cause and Effect 97
Chapter 7 Comprehension 99
Chapter 7 - Comparing Societies 101
Chapter 8 Comprehension 104
Chapter 8 - Setting 106
Chapter 8 – Course of Action 108
Chapter 9 Comprehension 110
Chapters 6-9 Sequence of Events 112
Chapter 9 – Responding to Text 114
Chapter 10 Comprehension 116
~ Page 4 © Gay Miller ~
Chapter 10 – Character ~ Aunt Beast 118
Chapter 11 Comprehension 120
Chapter 11 – Plot Development 122
Chapter 12 Comprehension 124
Chapter 12 Theme 126
Chapter 12 Character Change 128
End of Book Comparing the Book to the Movie 130
Skill Practice 132
Teacher Information 133
Prefix and Suffix Organizers 137
Prefix/Suffix Game – Scoot 150
Root Words Organizers ~ Hexagon Fold 158
Loop Game using Root Words 165
Figurative Language Response Cards 172
Figurative Language Organizer ~ Three Flaps Flip 179
Quotes from Novel 189
Animal Metaphors 194
Context Clues Organizer ~ Six Door Flip 198
Context Clues Activities 202
Task Card Activities 210
Comma Rules Organizer 224
Comma Activity 229
Conjunction Organizer ~ Pamphlet Fold 234
Coordinating Conjunction Organizer 239
Conjunction Activity ~ Paper Chains 240
Synonym/Antonym Organizer ~ 2 Flaps Flip 242
Synonym/Antonym Activity 246
Credits 269
~ Page 5 © Gay Miller ~
Read Vocabulary Vocabulary Practice Book
Constructed Response Question
Skill Practice
Chapter 1 relinquished indignant
Page 1
Characters (Meg) Characters (Meg & Charles Wallace) Mood
Prefixes Organizers
in- im- ir- il-
Chapter 2 dilapidated sore
Page 2 Summarizing Characters (Calvin & Mrs. Who)
Suffix Organizers -ant -ent
Chapter 3 decipher
suspension Page 3 Point of View
Prefix and Suffix
Scoot
Chapter 4 apprehension summit
Page 4 Figurative Language Problem and Solution
Chain
Root Word Organizers mit mis
contra contro counter anit
Chapter 5 transition tentative
Pages 5-6 Symbolism (Tessering) Famous People (Tessering)
Root Word Loop Game
Chapter 6 seethe aberration
Page 7 Characters (O’Keefes & Murrys) Cause & Effect
Figurative Language Organizer
Chapter 7 radioactive
arrogance Page 8 Comparing Societies
Book Quotes
Animal Metaphors
Chapter 8 hysterical deviate
Page 9 Setting Context Clues Organizer
Chapter 9 encountering sinister
Page 10 Sequence of Events Responding to Text
Context Clues Activities
Chapter 10 fallible inverted
Pages 11-12 Characters (Aunt Beast)
Part of Speech Organizers on
Conjunctions & Paper Chain Activity
Chapter 11 alternative
pungent Page 13 Plot Development
Punctuation Rule
Organizer
Chapter 12 prevail fatal
Page 14 Theme Character Change
Comma Activity
Vocabulary Test Comparing the Book to the Movie
Synonym/Antonym Activity
~ Page 6 © Gay Miller ~
~ Page 7 © Gay Miller ~
Chapter One—Mrs. Whatsit
relinquished (verb) - voluntarily cease to keep or claim
synonyms: renounce, give up/away, hand over, let go of, give up, surrendered, abandoned, hand over, let pass
page 20 ~ Quite calmly, as though this old woman and her boots were nothing out of the
ordinary, Mrs. Murry pulled until the second boot relinquished the foot.
**~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~**
indignant (Adjective)- feeling or showing anger or annoyance at what is perceived as unfair treatment
synonyms: aggrieved, resentful, affronted, disgruntled, displeased, cross, angry, mad,
annoyed, offended, exasperated, irritated, piqued, nettled, in high dudgeon, chagrined. outraged, annoyed, furious, vexed
indignantly (in an indignant manner) page 17 ~ "You peeked!" Charles cried indignantly. "We're saving that for Mother's
birthday and you can't have any!"
Chapter 3 ~ Calvin continued to look at the picture. "He's not handsome or anything. But I like him."Meg was indignant. "He is too handsome."
Chapter 3 ~ "Just because you're a paltry few billion years—" Mrs. Whatsit was starting indignantly, when a sharp, strange voice cut in.
Chapter Two—Mrs. Who
dilapidated (adjective) - (of a building or object) in a state of disrepair or ruin as a result of age or neglect.
synonyms: run-down, tumbledown, ramshackle, broken-down, in disrepair, shabby,
beat-up, rickety, unsound, crumbling, in ruins, ruined, decaying, decrepit
page 34 ~ He started off on his short legs toward the dilapidated old house.
page 35 ~ In a dilapidated Boston rocker sat a plump little woman.
**~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~**
sore (adjective) - suffering mental pain; grieved, distressed, or sorrowful
synonyms: offended, angry, cross, mad, annoyed, upset, resentful, bitter
page 27 ~ She was still sore from the interview with Mr. Jenkins, and her voice sounded
cross.
~ Page 8 © Gay Miller ~
~ Page 9 © Gay Miller ~
Chapter One—Mrs. Whatsit
1. Is relinquish used correctly in the sentences below? True or False
___________ I had to relinquish my title when I was accused of misconduct.
___________ The family man could not afford to relinquish his profits even if it would be for the betterment
of the company.
___________ Canadians are rather relinquish about being mistaken for Americans when they travel in Europe.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Circle six words in the box that are synonyms of
indignant.
resentful pleased disgruntled
content irritated enthusiastic
well-to-do annoyed displeased
famished comfortable cross
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Give an example of a time when you felt indignant. ____________________________________________
_________________________________ _________________________________ _________________________________
Page 16 Page 1
~ Page 10 © Gay Miller ~
Chapter One—Mrs. Whatsit
1. Is relinquish used correctly in the sentences below? True or False
___ True ____ I had to relinquish my title when I was
accused of misconduct.
___ True ____ The family man could not afford to
relinquish his profits even if it would be for the betterment of the company.
___False___ Canadians are rather relinquish about being
mistaken for Americans when they travel in Europe.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Circle six words in the box that are synonyms of
indignant.
resentful pleased disgruntled
content irritated enthusiastic
well-to-do annoyed displeased
famished comfortable cross
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Give an example of a time when you felt indignant. ____________________________________________
_________________________________ _________________________________ _________________________________
Page 16 Page 1
~ Page 11 © Gay Miller ~
A Wrinkle in Time ~ Chapter 1
1. A good title for Chapter 1 could be ---.
a. The Stormy Night
b. Fighting at School c. Missing Sheets d. A Strange Visitor
2. Chapter 1 is told from which point of view?
a. 1st through Meg
b. 1st through Charles Wallace c. 3rd person narrator focusing on Meg d. 3rd person narrator giving equal attention to
all characters
3. What can be inferred about the Murrys?
a. They have above average intelligence. b. They get along well with society.
c. All of the children are oddballs. d. They are a normal family.
4. Match each cause to its effect.
______ A boy called
Charles Wallace Meg’s "dumb baby brother."
a) The wind
seemed more violent.
______ Meg wanted the
attic bedroom.
b) The milk was
warming for cocoa.
______ Charles Wallace could read Meg’s mind.
c) Meg got into a fight.
5. Read this passage from Chapter 1.
In her attic bedroom Margaret Murry, wrapped
in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing in the frenzied lashing of the wind. Behind the trees
clouds scudded frantically across the sky. Every few moments the moon ripped through them,
creating wraith-like shadows that raced along the ground.
Highlight each of the personified phrases in the passage.
Why did the author most likely use
personification in this passage? ______________________________________
______________________________________
______________________________________
______________________________________
6. Which sentence does not belong?
(A) Mrs. Whatsit was one strange lady. (B) First she shows up at the Murry’s house during the night in the middle of a storm. (C) She looks like a
tramp in an odd assortment of mix-matched clothing. (D) She asks for Russian caviar when she
shouldn’t know the Murrys have such a treat. (E) She doesn’t like wet feet, so she dumps water out of her boots. (F) Before leaving Mrs. Whatsit says
the most unusual thing. She tells the Murrys that tesseracts are real. This has Mrs. Murry wondering
how she knew about tesseracts. a. Sentence B b. Sentence C
c. Sentence D d. Sentence E
7. Read this passage from Chapter 1.
Maybe if Father were here he could help you, but I don't think I can do anything till you've
managed to plow through some more time. Then things will be easier for you. But that isn't much
help right now, is it?
Based on the passage what inference may be made?
a. Mrs. Murry thinks Meg will outgrow this awkward stage in her life.
b. Mrs. Murry thinks Father will be home soon. c. Mrs. Murry thinks her advice will help Meg. d. Mrs. Murry wants Meg to grow up.
8. All of the following describe Mrs. Whatsit EXCEPT ---.
a. looks like a tramp in mix-matched clothing b. addled sounding as if she is confused by her
surroundings c. has a grandmother-like appearance with a
creaky voice
d. seems to know things she shouldn’t know
~ Page 12 © Gay Miller ~
A Wrinkle in Time ~ Chapter 1
1. A good title for Chapter 1 could be ---.
a. The Stormy Night
b. Fighting at School c. Missing Sheets d. A Strange Visitor
2. Chapter 1 is told from which point of view?
a. 1st through Meg
b. 1st through Charles Wallace c. 3rd person narrator focusing on Meg d. 3rd person narrator giving equal attention to
all characters
3. What can be inferred about the Murrys?
a. They have above average intelligence. b. They get along well with society.
c. All of the children are oddballs. d. They are a normal family.
4. Match each cause to its effect.
___c___ A boy called
Charles Wallace Meg’s "dumb baby brother."
a) The wind
seemed more violent.
___a___ Meg wanted the
attic bedroom.
b) The milk was
warming for cocoa.
___b___ Charles Wallace could read Meg’s mind.
c) Meg got into a fight.
5. Read this passage from Chapter 1.
In her attic bedroom Margaret Murry, wrapped
in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing in the frenzied lashing of the wind. Behind the trees
clouds scudded frantically across the sky. Every few moments the moon ripped through them,
creating wraith-like shadows that raced along the ground.
Highlight each of the personified phrases in the passage.
Why did the author most likely use
personification in this passage?
The author wanted the storm to feel like an
angry person. It creates the mood. The storm makes Meg feel anxious or uneasy. This foreshadows the events that are to come.
6. Which sentence does not belong?
(A) Mrs. Whatsit was one strange lady. (B) First she shows up at the Murry’s house during the night in the middle of a storm. (C) She looks like a
tramp in an odd assortment of mix-matched clothing. (D) She asks for Russian caviar when she
shouldn’t know the Murrys have such a treat. (E) She doesn’t like wet feet, so she dumps water out of her boots. (F) Before leaving Mrs. Whatsit says
the most unusual thing. She tells the Murrys that tesseracts are real. This has Mrs. Murry wondering
how she knew about tesseracts.
a. Sentence B b. Sentence C c. Sentence D d. Sentence E
7. Read this passage from Chapter 1.
Maybe if Father were here he could help you,
but I don't think I can do anything till you've managed to plow through some more time. Then things will be easier for you. But that isn't much
help right now, is it?
Based on the passage what inference may be
made?
a. Mrs. Murry thinks Meg will outgrow this awkward stage in her life.
b. Mrs. Murry thinks Father will be home soon. c. Mrs. Murry thinks her advice will help Meg.
d. Mrs. Murry wants Meg to grow up.
8. All of the following describe Mrs. Whatsit EXCEPT ---.
a. looks like a tramp in mix-matched clothing b. addled sounding as if she is confused by her
surroundings c. has a grandmother-like appearance with a
creaky voice d. seems to know things she shouldn’t know
~ Page 13 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete sentences. Glue the organizer
to the left side of the notebook page. On the right side of the notebook, students use the notes to write the details in
paragraph form.
Option 2
Students
complete the
organizer by
writing complete
sentences.
~ Page 14 © Gay Miller ~
Chapter 1 ~ Constructed Response – Characters
The reader is introduced to Meg in Chapter 1. Describe Meg’s personality and physical appearance. Draw a picture
of Meg in the center oval. Write a description of Meg’s character from your notes.
Meg
Physical Appearance
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Personality
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,
words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
~ Page 15 © Gay Miller ~
Chapter 1 ~ Constructed Response – Characters (Answer Key)
The reader is introduced to Meg in Chapter 1. Describe Meg’s personality and physical appearance. Draw a picture
of Meg in the center oval. Write a description of Meg’s character from your notes.
Meg
Physical Appearance
wears braces and glasses
unruly mousey-brown hair
Personality
oldest child
having trouble with schoolwork ~ good IQ
thinks of herelf as dumb
an outcast and an oddball
wants to be ordinary like her twin younger brothers, Sandy
and Dennys
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions).
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
~ Page 16 © Gay Miller ~
Chapter 4 ~ Constructed Response – Problem and Solution Chain
Meg finds herself alone in a void.
She is unable to move or to speak.
________________________________________________________________________________________________
________________________________________________
problem solution
solution
Charles Wallace is aggravated at the
three witches.
solution
problem
problem
________________________________________________________________________________________________
________________________________________________
Mrs. Whatsit turns into a
beautiful creature. As the three
children ride on the creature’s back
they are unable to breathe.
________________________________________________________________________________________________________________________________________________
Fill in each solution in the problem and solution chain. Use this to summarize Chapter 4.
________________________________________________________________________
________________________________________________________________________
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.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 or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
~ Page 17 © Gay Miller ~
Chapter 4 ~ Constructed Response – Problem and Solution Chain (Answer Key)
Meg finds herself alone in a void.
She is unable to move or to speak.
Meg transforms into a field on a beautiful spring
day. [It is autumn at home.]
problem solution
solution
Charles Wallace is aggravated at the
three witches.
solution
problem
problem
Mrs. Whatsit explains to Meg and Calvin that they have been
tessering, and they are on another planet.
Mrs. Whatist turns into a beautiful
creature. As the three children ride
on the creature’s back they are
unable to breathe.
The children breathe through flowers when the atmosphere
becomes too thin.
Fill in each solution in the problem and solution chain. Use this to summarize Chapter 4.
The ride takes the children to the top of a mountain where they can see the dark shadow
in the sky.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.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 or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
~ Page 18 © Gay Miller ~
In this Book Unit Interactive Notebook Series [Note: This series is set up differently
from my products that simply say Book Units.] each unit will have seven sets of skill practice. Each practice will include one or more graphic organizers and an activity. The activities will not be worksheets as most of us have plenty of those, but will instead be a
hands-on type of activity. Here is how it works:
Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be provided. The affixes selected will be
different for each unit, so that nothing repeats.
Each unit will focus on two Greek or Latin root words. Graphic organizers as
well as a practice activity will be included.
3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will include a set
of response cards, graphic organizers, and practice activity. Activities will be based on the writing style of the book’s author.
Each unit from this series will contain practice using context clues. Two types of organizers will be provides with this skill; one explaining many types of context
clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.
Cards containing multiple choice questions will be provided based on the book with a selection of game activities to use with the cards. The cards will change
for each unit; however the games will remain the same. [Note: This only refers to the context clues game activities. Activities for the other skills will change from unit to unit.]
5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.
6) Each unit will contain practice with one part of speech.
7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.
~ Page 19 © Gay Miller ~
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Figurative Language
Context Clues
Punctuation
Part of Speech
Synonyms/Antonyms
4th
Grade
~ Page 20 © Gay Miller ~
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Figurative Language
Context Clues
Punctuation
Part of Speech
Synonyms/Antonyms
5th
Grade
~ Page 21 © Gay Miller ~
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Part of Speech
Synonyms/Antonyms
6th
Grade
Page | 22 Unit Created by Gay Miller
Organizers for
Affixes and Root
Words
Page | 23 Unit Created by Gay Miller
antibiotic
deny the truth of (a
statement), especially by
asserting the opposite
contradict distributed or sold
illicitly
1 Scoot Read the sentence. Substitute the prefix + word that is in all capitals by adding one of the following prefixes to the word in all caps: in, im, ir, or il. Running through the cafeteria is NOT RESPONSIBLE behavior.
2 Scoot Add –ent or –ant to the word to form a new word. Note: don’t forget spelling rules such as change y to i or drop the final e before adding ending.
confide
Loop
Sample
Cards
Scoot
Sample
Cards
Page | 24 Unit Created by Gay Miller
Although this page looks
empty now, it will fill up if
you decide to use additional
units in this series as further
organizers will be provided
to include all those pictured.
Page | 25 Unit Created by Gay Miller
Because David was nervous about meeting with his boss, he
walked like a turtle all the way down the street.
Page | 26 Unit Created by Gay Miller
Three versions of these organizers are provided depending on the needs of your students.
Students will write definitions and examples. Students will fill in key words in the definitions which are provided.
The third copy of the organizer may be used as an answer key, for
differentiated instruction, for students who were absent during instruction, or
if you wish for the students to have the sentences already completed.
Page | 27 Unit Created by Gay Miller
Page | 28 Unit Created by Gay Miller
Cover Image http://commons.wikimedia.org/wiki/File:India_-
_Yelagiri_Hills_Adventure_Camp_-
_22__rope_swing_at_sunset_(4031007479).jpg
Font Walk in the Park Dotty Font
Clipart
Microsoft
Office
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Gallery
AliMath
~ Page 29 © Gay Miller ~
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