A Wrinkle in Time

Questions For Chapters 1-6

Chapter 1: Mrs. Whatsit
Questions:
1. How does Meg’s relationship with her family influence her self-esteem?
2. Why is Charles Wallace considered “different” by others in the community?
3. How does Meg's reaction to being scolded at school reveal her internal struggles?
4. What clues in the chapter suggest that Mr. Murry’s disappearance is connected to science?
5. How does Mrs. Whatsit’s appearance challenge the reader’s expectations of a typical stranger?
6. Why is Meg upset about the rumors surrounding her father?
7. How does the storm symbolize the turmoil Meg feels inside?
8. What role does Charles Wallace play in supporting Meg emotionally in this chapter?
9. Why does Meg feel out of place at school and in her family?
10. How does Charles Wallace’s behavior set him apart from other children?
11. What does Mrs. Whatsit’s mention of the “Tesseract” reveal about the Murrys' family secrets?
12. How does the stormy night reflect Meg’s inner turmoil?
13. What themes of individuality and non-conformity emerge in this chapter?
14. Why does Mrs. Whatsit visit the Murry house, and how does she establish trust?
15. How do Meg’s siblings’ contrast with her in their behavior and struggles?
16. What does Mrs. Whatsit’s interaction with Charles Wallace suggest about his unique qualities?
________________________________________
Chapter 2: Mrs. Who
Questions:
1. How does Mrs. Who’s use of famous quotes help to communicate her personality?
2. What does the interaction between Calvin and Charles Wallace reveal about their personalities?
3. How does Mrs. Who’s cryptic way of speaking add to the mystery of the novel?
4. Why do you think Calvin connects with Meg and Charles Wallace more easily than with others?
5. What does Mrs. Who’s statement about the tesseract reveal about the story’s scientific theme?
6. How does Charles Wallace’s ability to read people affect his relationship with Meg?
7. Why is the concept of destiny introduced through the characters’ journey in this chapter?
8. How does Calvin’s feeling of not fitting in relate to Meg’s struggle with identity?
9. Why does Calvin feel connected to Meg and Charles Wallace despite their differences?
10. What does Mrs. Who’s use of quotes reveal about her personality?
11. How does the meeting with Mrs. Who deepen the mystery of Mr. Murry’s disappearance?
12. What role does Charles Wallace play as a guide for Meg and Calvin?
13. How does Calvin’s background contrast with the supportive Murry family dynamic?
14. How does Mrs. Who’s cryptic nature build suspense about the challenges ahead?
15. How does the theme of destiny emerge in this chapter?
________________________________________
Chapter 3: Mrs. Which
Questions:
1. What does the role of Mrs. Which contribute to the understanding of the mission ahead?
2. How does Mrs. Which’s disembodied form add an element of mystery to her character?
3. Why does the concept of the Tesseract seem so difficult for Meg to understand at first?
4. How do the characters of Mrs. Whatsit, Mrs. Who, and Mrs. Which complement each other?
5. What qualities do the children possess that make them the right candidates for this journey?
6. How does the interaction between Meg, Charles Wallace, and Calvin help build trust among them?
7. How is teamwork portrayed as an essential theme in this chapter?
8. What does Mrs. Which’s guidance in preparing for the journey symbolize in the larger context of the novel?
9. What is the significance of Mrs. Which’s unique way of speaking?
10. How does Calvin’s presence help Meg confront her insecurities?
11. How does the explanation of tesseracts blend science fiction and philosophy?
12. How do the children’s reactions to the Tesseract reveal their personalities?
13. How does the chapter emphasize teamwork and trust among Meg, Charles Wallace, and Calvin?
14. How do the Mrs. W’s reassure the children about their abilities?
________________________________________
Chapter 4: The Black Thing
Questions:
1. How does Uriel’s peaceful beauty contrast with the darkness of the Black Thing?
2. What is the significance of the Black Thing as a symbol of evil in the story?
3. How does Meg’s reaction to the Black Thing help the reader understand her character?
4. Why do the Mrs. W’s bring the children to Uriel before sending them to Camazotz?
5. How does the revelation about Mr. Murry’s situation change Meg’s understanding of their mission?
6. What does the Black Thing teach the children about the balance between light and dark in the universe?
7. How do the children’s differing reactions to the Black Thing show their personal growth?
8. Why is the encounter with the Black Thing a turning point in the story?
9. How does Uriel contrast with Earth, and what does it symbolize?
10. What does the Black Thing symbolize in the story’s themes?
11. How does the revelation about Mr. Murry’s situation affect Meg?
12. Why is it important for the children to witness the Black Thing’s power?
13. How does the theme of good versus evil manifest in this chapter?
14. How do the children’s reactions to the Black Thing reveal their personalities?
________________________________________
Chapter 5: The Tesseract
Questions:
1. Why does Mrs. Whatsit’s sacrifice of her star form demonstrate the importance of selflessness?
2. How does The Tesseract allow the characters to transcend normal limitations of space and time?
3. How do the Mrs. W’s explanations of the tesseract influence the children’s understanding of their journey?
4. What role does interconnectedness play in the children’s mission to save Mr. Murry?
5. How does the idea of sacrifice connect with the larger theme of good versus evil in the story?
6. How does the explanation of The Tesseract relate to the children’s growth in understanding the world?
7. How does Mrs. Whatsit’s statement about the importance of hope contribute to the central message of the
novel?
8. What challenges do the children face in understanding the true nature of their mission?
9. How does the Tesseract symbolize overcoming challenges creatively?
10. What does Mrs. Whatsit’s sacrifice reveal about her character?
11. Why is the idea of interconnectedness important to their mission?
12. How does the explanation of the Tesseract blend scientific and philosophical ideas?
13. How is the theme of courage emphasized in this chapter?
14. What does Mrs. Whatsit’s faith in the children suggest about their potential?
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Chapter 6: The Happy Medium
Questions:
1. How does the Happy Medium’s crystal ball deepen the children’s understanding of the battle against evil?
2. What examples of resistance against the Black Thing are shown, and why are they important?
3. How does the Happy Medium balance humor and seriousness in her role in the story?
4. Why do the children need to confront their fears before entering Camazotz?
5. How does this chapter demonstrate the importance of seeing things from different perspectives?
6. How does the theme of hope continue to develop as the children prepare for their mission?
7. How does the Happy Medium’s awareness of the Black Thing help guide the children?
8. What does the Happy Medium’s lighthearted personality reveal about how the battle against darkness is
fought?
9. How does the Happy Medium’s crystal ball deepen the children’s understanding of their mission?
10. What examples of resistance to the Black Thing are shown on Earth?
11. How does the Happy Medium balance the story’s tone with her lightheartedness?
12. Why is it important for the children to confront their fears before entering Camazotz?
13. How does this chapter reinforce the themes of unity and resilience?
14. Why is it significant that the Happy Medium must balance positivity with awareness of the Black Thing?

Summary of Chapters 1-6

● Chapter 1: Mrs. Whatsit
● Meg Murry lies awake in her attic bedroom on a stormy night, troubled by various issues in her life.
● She struggles with feeling out of place at school, with poor academic performance, and worries about her
missing father.
● Meg hears her family dog, Fortinbras, barking downstairs and fears a stranger may be outside, possibly the
tramp who stole sheets from Mrs. Buncombe.
● Dismissing her fear, Meg goes to the kitchen to make cocoa.
● In the kitchen, Meg finds her five-year-old brother Charles Wallace, who seems to be able to read her
mind.
● Mrs. Murry, their mother, joins them and mentions a call from Mrs. Henderson, whose son Meg had
beaten up earlier that day.
● Meg expresses frustration about being an "oddball" at school and wishes she were like her younger twin
brothers, Sandy and Dennys.
● Mrs. Murry advises Meg to learn the importance of moderation and finding a "happy medium."
● Charles Wallace mentions he has talked about Meg's problems with his friend Mrs. Whatsit, but he refuses
to explain who she is.
● As Charles Wallace prepares sandwiches, Fortinbras barks loudly again, prompting Mrs. Murry to go
outside.
● Mrs. Murry returns with Mrs. Whatsit, a strange woman wrapped in wet clothes.
● Mrs. Whatsit claims to enjoy wild weather but says she has been blown off course.
● Charles Wallace asks Mrs. Whatsit about stealing bed-sheets from Mrs. Buncombe, confirming her identity
as the neighborhood tramp.
● After drying her feet, Mrs. Whatsit unexpectedly mentions "the tesseract" before leaving.
● Mrs. Murry stands still at the door, stunned by Mrs. Whatsit's cryptic words.

Chapter 2: Mrs. Who

● Meg wakes up the next morning, wondering if the events of the previous night were a dream, but her
mother reassures her that "you don't have to understand things for them to be."
● At school, Meg is sent to the principal's office for being rude in social studies class.
● Principal Mr. Jenkins tells Meg that he believes she could do better if she applied herself and pries into her
home life, asking if they have heard from Mr. Murry.
● Meg becomes defensive and upset when Mr. Jenkins suggests that the Murrys should accept that Mr.
Murry has left them for good.
● After school, Meg, Charles Wallace, and their dog Fortinbras go to visit Mrs. Whatsit and her friends, who
have moved into a haunted house in the neighborhood.
● As they approach the house, Fortinbras starts barking, alerting them to the presence of Calvin O'Keefe, a
popular athlete at Meg’s school.
● Calvin reveals that he came to the house to escape his large family and that he felt an inexplicable force
drawing him to the house.
● Satisfied by Calvin’s explanation, Charles Wallace invites him to join them for dinner at the Murry house.
● Before leaving, Charles Wallace takes Meg and Calvin into the haunted house, where they find Mrs. Who, a
plump woman in large spectacles, sewing with Mrs. Buncombe’s stolen sheets by a boiling pot.
● Charles Wallace introduces Mrs. Who, who speaks in foreign quotations and then translates them into
English. She cryptically mentions that Calvin is a "good choice" and tells the children that "the time draws
near."
● Mrs. Who advises them to go home and get food and rest.
● As they leave the haunted house, Meg asks Charles Wallace about Mrs. Who’s strange remarks, but Charles
says he doesn’t fully understand what’s going on either.
● Meg, Charles, and Calvin head to the Murry house for dinner, leaving the mysteries unresolved.

Chapter 3: Mrs. Which

● Meg, Charles Wallace, and Calvin return to the Murry home, where Mrs. Murry is preparing a dinner of
thick stew over a Bunsen burner.
● Calvin calls his mother to tell her he will not be home for dinner, though he feels she would not notice his
absence.
● Calvin is deeply moved by the warmth and love in the Murry household, telling Meg that she is lucky to
have such a wonderful family.
● Before dinner, Meg shows Calvin a picture of her father with a group of scientists at Cape Canaveral and
helps him with his homework.
● Calvin is surprised that Meg, several grades below him in school, can help him with math and physics.
● Mrs. Murry explains that Meg's father taught her number games as a child, which helped her learn tricks
and shortcuts.
● After dinner, Calvin reads to Charles Wallace in bed while Meg talks to her mother downstairs.
● Mrs. Murry expresses her grief about her husband’s absence and tells Meg that she believes everything has
an explanation, although it may not always be clear to us.
● Meg finds this troubling because she likes to understand everything. She comments that Charles Wallace
seems to understand more than anyone else, and Mrs. Murry says Charles is special.
● Meg and Calvin go for a walk in the Murrys' backyard. Calvin asks about her father, and Meg explains he is
a physicist who worked for the government, first in New Mexico and then at Cape Canaveral.
● Meg tells Calvin that the family hasn’t heard from her father for a year and that townspeople spread
rumors about his whereabouts.
● Meg becomes defensive when Calvin alludes to the rumors, and Calvin quickly assures her he doubts their
truth.
● Calvin holds Meg's hand and tells her her eyes are beautiful, making Meg blush in the moonlight.
● Charles Wallace suddenly appears, announcing that it’s time for them to leave on their mission to find Mr.
Murry.
● Mrs. Who materializes slowly in the moonlight, and Mrs. Whatsit appears, scrambling over a fence in Mrs.
Buncombe's sheets.
● Mrs. Which announces in a quivering voice that she is also present but will not fully materialize, as it is too
tiring, and they have much to do.

Chapter 4: The Black Thing

● Meg feels herself torn apart from Charles and Calvin and thrust into silent darkness, unable to cry out or
even feel her body.
● She suddenly feels her heart beating again and sees Charles and Calvin shimmer back into material
presence.
● Mrs. Whatsit, Mrs. Who, and Mrs. Which inform the children that they are on the planet Uriel.
● When Calvin asks about their mode of travel, Mrs. Whatsit explains that they do not travel at any one
speed but "tesser" or "wrinkle" through space.
● Meg wonders if this "tesser" relates to the "tesseract" that Mrs. Whatsit mentioned earlier.
● Mrs. Whatsit informs the children that their father's life is threatened, and they are on their way to him,
but first, they must learn what they are up against.
● With Mrs. Which's permission, Mrs. Whatsit transforms into a beautiful winged creature with a horse's
body and a human torso, a glorious creature unlike anything Meg has ever seen.
● Calvin falls to his knees in unthinking worship, but Mrs. Whatsit admonishes him.
● The children climb onto Mrs. Whatsit's back, and she flies across fertile fields and a great plateau of
granite-like rock.
● Below, beautiful creatures perform a musical dance in a garden, and Mrs. Whatsit translates their music
into the Biblical verses of Isaiah 42:10-12.
● Meg is overcome with joy and touches Calvin’s hand.
● As they travel upward through the rarefied atmosphere, Mrs. Whatsit calls on a creature to bring each of
them a flower to breathe through when the air becomes too thin.
● Mrs. Whatsit shows the children a view of the universe not observable from Earth, including a great white
disk she identifies as one of Uriel's moons.
● They wait for a sunset and moonset, and above the clouds, they see a darkness enveloping all the stars
around it.
● Meg instinctively recognizes that this shadow is the most concentrated form of evil she has ever seen; it is
not cast by any object but is a Thing itself.
● When they return to the flowery fields, Meg asks Mrs. Which if the Dark Thing they saw is what her father
is fighting.

Chapter 5: The Tesseract

● In response to Meg's questioning, Mrs. Which informs her that her father is trapped behind the darkness.
● Mrs. Whatsit assures Meg that they are traveling to help him, explaining that they travel by tessering,
which involves taking shortcuts through time and space.
● Charles Wallace explains tessering as travel in the fifth dimension, where the first four dimensions (line,
square, cube, and time) are combined in such a way that the shortest distance between two points is not a
straight line.
● Although Meg doesn't fully understand, she accepts this explanation.
● A gust of wind blows the children up, and they begin tessering, feeling their bodies dissolve.
● Meg experiences intense pressure and hears a voice explaining that they cannot stop because they are on a
two-dimensional planet.
● Mrs. Which apologizes, realizing her mistake in thinking that human bodies can exist in two dimensions.
● Mrs. Whatsit clarifies that they are traveling to a foggy gray planet in the belt of the constellation Orion.
● Meg expresses concern about her mother, but Mrs. Whatsit reassures her, explaining that they took a time
wrinkle as well as a space wrinkle, so they will return five minutes before they left.
● They arrive on the foggy planet and enter a cave, where Mrs. Whatsit introduces them to the Happy
Medium, a jolly woman in a silk turban and satin gown who carries a crystal ball.
● Mrs. Whatsit asks the Happy Medium to show the children their home planet, but the Medium is reluctant
to look at something unpleasant.
● Meg, Charles, and Calvin see a vision of Earth surrounded by the Dark Thing, which they recognize from
their previous view in the atmosphere above Uriel.
● Mrs. Which explains that the Dark Thing is pure Evil, something they will have to fight.
● She assures the children that they are not alone in this fight, as they join a legacy of warriors against the
Dark Thing, including Earthlings such as Jesus, da Vinci, Shakespeare, Einstein, Bach, and Gandhi.
● Meg impatiently asks about her father, and Mrs. Which informs her that he is held captive on a planet that
has surrendered to the Dark Thing.

Chapter 6: The Happy Medium

● The Happy Medium uses her crystal ball to show the children a battle between the Dark Thing and the
stars.
● Mrs. Whatsit explains that they witnessed a star sacrificing its life to fight the Dark Thing. Charles Wallace
deduces that Mrs. Whatsit was once a star who gave up her celestial existence in this way.
● The children are deeply moved by this sacrifice, and Charles Wallace kisses Mrs. Whatsit in gratitude.
● The Happy Medium wishes to leave the children with a more pleasant vision before they depart. She gives
them glimpses of their mothers.
● Calvin’s mother is seen spanking one of her younger children, and Meg reaches out to Calvin
compassionately.
● Meg sees her mother, Mrs. Murry, writing her daily letter to Mr. Murry, which brings tears to Meg’s eyes.
● After saying goodbye to the Happy Medium, the group tessers to Camazotz, where Mr. Murry is
imprisoned.
● They stand on a hill overlooking the town, and Mrs. Whatsit, Mrs. Which, and Mrs. Who inform the
children that they will not accompany them into the town.
● The three women give the children gifts to aid them in their battle:
o Mrs. Whatsit enhances Meg’s own faults, strengthens Calvin’s ability to communicate with all types
of people, and bolsters Charles Wallace’s childhood resilience.
o Mrs. Who gives Meg a pair of thick, funny spectacles, Calvin an excerpt from The Tempest, and
Charles Wallace a quotation from Goethe.
o Mrs. Which’s gift to all three children is the command to stay strong together.
● Mrs. Whatsit tells Calvin to take care of Meg and warns Charles Wallace that he will be the most vulnerable
on Camazotz. She urges him not to be prideful or overly confident.
● The children leave their supernatural companions and descend the hill into the town.
● In Camazotz, all houses are identical in size, shape, and color. Children play games in perfect
synchronization, with each child bouncing balls or skipping rope in unison.
● When a boy drops his ball, the children return it to the mother, who is horrified by the "Aberration."
● The children meet a paper delivery boy who informs them that they live in the most "oriented" city on the
planet, governed by IT in the CENTRAL Central Intelligence.
● After the boy leaves, Charles Wallace notes that he speaks as though the words are not his own. Charles
tries to listen to the thoughts of the townspeople, but all he hears is a steady pulsing.
● The children prepare to confront the forces of Camazotz by entering the CENTRAL Central Intelligence
building.
● Charles Wallace worries that he won’t recognize his father after so many years, but Meg reassures him.
● Calvin senses that entering the building means facing a terrible danger, but the children realize they have
no choice.
 Stopping by Woods on a Snowy Evening
Robert Frost
1874 –1963
Whose woods these are I think I know. Themes Nature’s beauty
His house is in the village though; Responsibilities of life
He will not see me stopping here Escapism
To watch his woods fill up with snow. Literary devices

My little horse must think it queer Imagery woods fill up with snow
To stop without a farmhouse near frozen lake
Between the woods and frozen lake downy flake
The darkest evening of the year. Personification The speaker describes the
horse as thinking it's strange to
He gives his harness bells a shake stop in the woods.
To ask if there is some mistake. The speaker says the horse
The only other sound's the sweep shakes his harness bells to get
Of easy wind and downy flake. the speaker's attention and see
if he made a mistake in
The woods are lovely, dark and deep. stopping.
But I have promises to keep, Symbolism Woods symbolize temptation,
And miles to go before I sleep, mystery, or escape from
And miles to go before I sleep. responsibilities.
Snow symbolizes purity and
serenity.
Miles to go before I sleep may
symbolize the speaker’s
obligations or life journey.
Tone The tone transitions from calm
and reflective to resolute,
underlining the inner conflict
and resolution.
Alliteration His house
harness bells
dark and deep
Rhyming AABA, BBCB, CCDC, DDDD
Scheme
Central Idea:
The central idea of the poem is the balance between the desire to escape life’s burdens and the
necessity to fulfill one’s responsibilities. The speaker is momentarily enchanted by the woods'
beauty and serenity but ultimately acknowledges the pull of duty, choosing to move forward with
resolve.

Questions:
1. What does the speaker’s decision to leave the woods suggest about his values and
perspective on life?
2. How does the tone shift between the speaker’s description of the woods and his
acknowledgment of "promises to keep"? What does this shift reveal?
3. What do the "woods" symbolize in the context of the speaker’s journey? Could they
represent different things for different readers?
4. How does Frost’s use of imagery (e.g., "woods fill up with snow") enhance the mood and
tone of the poem?
5. What do the repeated lines, "And miles to go before I sleep," suggest about the speaker's
state of mind and priorities?
 Leisure
W. H. Davies
WHAT is this life if, full of care, Themes importance of slowing down to
We have no time to stand and stare? appreciate the beauty of nature
and life’s simple pleasures. It
No time to stand beneath the boughs, critiques the busyness of
And stare as long as sheep and cows: modern life, where people are so
consumed by their
No time to see, when woods we pass,
responsibilities and worries that
Where squirrels hide their nuts in grass:
they miss the wonders around
No time to see, in broad daylight, them.
Streams full of stars, like skies at night: Literary devices
No time to turn at Beauty's glance, Imagery streams full of stars
And watch her feet, how they can dance: squirrels hide their nuts in grass

No time to wait till her mouth can Personification Beauty is personified as

Enrich that smile her eyes began? someone who can glance,
dance, and smile, representing
A poor life this if, full of care, the allure and charm of nature.
We have no time to stand and stare.
Repetition No time

Symbolism Full of care: Symbolizes the

anxieties and worries of modern
existence.
Tone he tone is reflective and critical,
urging readers to reconsider
their priorities..
Alliteration stand and stare
streams full of stars
Rhyming AA BB CC...
Scheme
Contrast The poem contrasts the
busyness of life with the calm
and joy of observing nature.
Central Idea:
The central idea of the poem is that a life consumed by constant busyness and worry is
impoverished and unfulfilling if it lacks moments of leisure and appreciation for the natural world.
The poet advocates for a balance where people make time to “stand and stare” at the beauty
around them, suggesting that this is essential for a meaningful and enriched life.

Questions:
1. How does the poem critique modern life and its preoccupation with busyness?
2. What message does the poet convey about the importance of appreciating nature and
beauty?
3. Analyze the use of imagery, such as "streams full of stars" and "squirrels hide their nuts in
grass." How do these contribute to the poem's tone and theme?
4. How does the poet use nature (e.g., woods, streams, sheep, and cows) as a metaphor for
the simplicity and peace often overlooked in life?
5. What does the line "A poor life this if, full of care" imply about the poet’s definition of a
meaningful life?
6. Compare the poem’s portrayal of leisure with your own experiences of work-life balance.
Do you agree with the poet’s perspective?