Objectives

• Analyse how L'Engle uses Meg Murry's self-perception in Chapters 1–3 to establish the novel's central theme of identity and belonging.
• Explain how the tesseract and the Black Thing in Chapters 4–6 function as metaphors for the struggle between good and evil on a cosmic scale.
• Evaluate how L'Engle constructs Camazotz in Chapters 7–9 as a satirical critique of conformity, drawing on Cold War context.
• Analyse how the language of love and sacrifice in Chapters 11–12 resolves the novel's central conflict, using close textual evidence.
• Write a structured, evidenced analytical paragraph that embeds quotation and comments on L'Engle's specific word choices.

The sequence

1. Lesson 1: Meg Murry, Misfit: Identity and Belonging in Chapters 1–3

   55 min · ch. 1, 2, 3

   Do now

   On the board: 'Recall a moment when you felt out of place. Write three adjectives that capture your feelings at that time, then write three adjectives that others might have used to describe you in that situation. Do those words match? Why do you think they might be different?' Students will write on their own for four minutes — no raising hands, no discussion just yet.

   Teacher input

   Model a close reading of the passage in Chapter 1 where Meg sits in her attic bedroom and lists her own faults: 'her hair, which was a mouse-brown, and her glasses, and her braces.' Show students how L'Engle uses this list format—three physical traits, each separated by a comma—to reflect the nagging, repetitive nature of self-criticism. Then, focus on the term 'mouse-brown': discuss why L'Engle opted for an animal descriptor instead of just saying 'brown,' and write a sentence that connects the ideas of smallness and invisibility to Meg's feelings. Finally, demonstrate how to integrate the quotation grammatically rather than inserting it abruptly.

   Independent task

   Students are tasked with writing one fully developed analytical paragraph, consisting of at least eight sentences, addressing the question: 'How does L'Engle use language in Chapter 2 to portray Mrs. Murry as everything Meg fears she will never become?' In their paragraphs, students must include at least two embedded quotations from the passage in Chapter 2 where Meg observes her mother stirring something over the Bunsen burner, noting that she remains 'beautiful even in her old bathrobe.' Additionally, students should analyze at least one specific word choice. These paragraphs will be collected at the end of the lesson for the teacher to mark.

   Exit ticket

   On a sticky note or scrap of paper: 'Write one sentence explaining what the word 'mouse-brown' tells us about how Meg sees herself, and one sentence explaining why L'Engle might have chosen to open the novel with a character who thinks so badly of herself.' Hand it to the teacher on the way out.

2. Lesson 2: The Black Thing and the Tesseract: Metaphor and Cosmic Stakes in Chapters 4–6

   55 min · ch. 4, 5, 6

   Do now

   On the board: 'Check out this sentence from Chapter 4: 'The Black Thing — that great dark shadow — was spreading across the stars.' Without referencing the novel, take four minutes to write two sentences: one describing what you think the Black Thing literally represents, and another discussing what it might symbolize.'

   Teacher input

   Model a reading of the moment in Chapter 6 where the Happy Medium shows the children Earth in her crystal ball — a small blue-green ball, with a shadow over part of it. Highlight how L'Engle intentionally uses scale: the universe is immense, the children are tiny, yet she describes Earth with the tender diminutive 'ball' instead of 'planet' or 'sphere.' Guide students in analyzing the impact of this word choice — its smallness makes Earth seem precious and vulnerable rather than dominating. Then connect this to the Cold War context: L'Engle wrote during 1959-60, a time when the threat of nuclear destruction loomed large, casting a real shadow over the world.

   Independent task

   Students will write two analytical paragraphs addressing the question: "How does L'Engle use the imagery of light and darkness in Chapters 4 and 6 to illustrate the conflict between good and evil?" The first paragraph should center on the description of the Black Thing in Chapter 4, incorporating at least one embedded quotation. The second paragraph must focus on the crystal-ball scene in Chapter 6, also including at least one embedded quotation, and should contain one sentence linking the imagery to L'Engle's Cold War context. Both paragraphs will be submitted for grading.

   Exit ticket

   Write one sentence that explains why L'Engle uses the word 'ball' rather than 'planet' to describe Earth in the Happy Medium's crystal ball, and what emotional effect that word choice creates for the reader.

3. Lesson 3: Camazotz and the Man with Red Eyes: Conformity, Control and Totalitarianism in Chapters 7–9

   55 min · ch. 7, 8, 9

   Do now

   On the board: 'Take a look at this sentence from Chapter 7: 'All the children were bouncing balls. All the balls bounced to the same rhythm.' Now, write two sentences: what's odd about this scene, and what type of society does it make you think of? You have four minutes — hold off on discussing it with anyone for now.'

   Teacher input

   In Chapter 7, when the Man with Red Eyes speaks to the children in a 'voice that is without colour, without expression, completely flat,' L'Engle employs a triple structure that uses three adjectives to systematically strip away human qualities. This choice of words illustrates how IT's control eradicates not just freedom but personality itself. The passage reflects the larger themes of the novel, where Camazotz serves as a critique of both Soviet collectivism and American suburban conformity, demonstrating that L'Engle's insight reveals a shared vulnerability to oppressive ideologies in both contexts. For example, it could be said that in Camazotz, the chilling uniformity imposed by IT mirrors the suppressive nature of both totalitarian regimes and the stifling homogeneity of suburban life, suggesting that individuality is threatened in any environment that prioritizes conformity over personal expression.

   Independent task

   Students are required to write two analytical paragraphs addressing the question: "How does L'Engle present Camazotz as a warning about the dangers of conformity in Chapters 7 and 9?" In the first paragraph, students should analyze the language used to portray the Man with Red Eyes in Chapter 7, incorporating at least one embedded quotation and discussing a grammatical or structural feature. The second paragraph should focus on the scene in Chapter 9 where Charles Wallace, now under IT's control, tells Meg that "on Camazotz we are all happy because we are all alike." This paragraph must also include a sentence that reflects on what L'Engle intends for the reader to feel during this moment. Both paragraphs need to be submitted.

   Exit ticket

   In one or two sentences, explain what Charles Wallace's line 'we are all happy because we are all alike' in Chapter 9 reveals about what L'Engle thinks happiness actually requires — and what word in that sentence is most important to her argument.

4. Lesson 4: Aunt Beast and the Weapon of Love: Recovery and Sacrifice in Chapters 10–11

   55 min · ch. 10, 11

   Do now

   On the board: 'In Chapter 10, Meg is frozen and paralyzed after the tesser. In Chapter 11, Aunt Beast comforts her by holding her and singing. Write three sentences: what does Meg need right now, why is her father unable to provide it, and what does it say about a creature without eyes being able to understand Meg's needs?' Students write independently for four minutes.

   Teacher input

   Model a close reading of the passage in Chapter 11 where Aunt Beast explains what she and her people embody: 'We are called, we are sent, we go.' Highlight how the three parallel clauses — each a complete sentence and each surprisingly brief — create a rhythm of quiet certainty and selfless purpose, which stands in stark contrast to IT's flat, controlling voice in Chapter 7. Write one sentence that connects this structural contrast to L'Engle's argument that love is active and purposeful rather than passive, and show how to use 'juxtaposition' accurately instead of as a filler term.

   Independent task

   Students are required to write one extended analytical paragraph of at least ten sentences that responds to the question: "How does L'Engle use the character of Aunt Beast in Chapter 11 to convey that love is the most powerful force in the universe?" In their paragraphs, students must incorporate at least two quotations from Chapter 11, discuss at least one structural or grammatical aspect of L'Engle's writing, and conclude with a sentence that ties Aunt Beast's role to the resolution Meg arrives at in Chapter 12. These paragraphs will be collected for grading, along with written feedback.

   Exit ticket

   Write one sentence explaining what the three-part structure 'We are called, we are sent, we go' in Chapter 11 suggests about the nature of love and duty, and why L'Engle might have chosen to express this idea in three separate clauses rather than one longer sentence.

5. Lesson 5: 'She Had Weapons': Love as Resolution in Chapter 12

   55 min · ch. 12

   Do now

   On the board: 'Take another look at the opening paragraph of Chapter 12, where Meg tessers back to Camazotz on her own. Write two sentences: what does Meg possess that IT lacks, and why does L'Engle refer to this as a 'weapon'? Consider the usual meaning of the word weapon and why it could be unexpected in this context.' Students will write independently for four minutes.

   Teacher input

   Model a close reading of the climactic moment in Chapter 12 when Meg confronts IT, repeatedly declaring, "I love you, Charles Wallace. I love you." Notice how the repetition of these identical words builds in intensity, reflecting the pulsing control of IT. This pattern highlights that love, much like IT's grip, is insistent and relentless, yet it serves to preserve individual identity rather than erase it. For instance, as Meg's voice grows stronger with each repetition, it underscores her determination to reclaim her brother from the clutches of conformity. This moment illustrates L'Engle's argument that love is a powerful force that can triumph over oppressive control, reinforcing that true identity is maintained through personal connections.

   Independent task

   Write a structured analytical essay of four to six paragraphs in response to the following question: "How does L'Engle use language and structure in Chapter 12 to argue that love is the only force capable of defeating conformity and control?" Your essay must include: an introduction that outlines your argument in two or three sentences; a paragraph on Meg's internal voice as she tessers back, incorporating the quotation "She had weapons that even IT could not match" and analyzing the significance of the word "weapons"; a paragraph discussing the repetition of "I love you, Charles Wallace" and its structural impact; a paragraph linking Chapter 12's resolution to at least one earlier moment in the novel (you may refer to Chapters 9, 11, or both); and a conclusion that assesses how effectively L'Engle resolves the conflict between love and control. Be sure to include at least five quotations throughout the essay and provide commentary on specific word choices in each instance. Aim for 450–600 words.

   Exit ticket

   In two full sentences, explain why L'Engle chooses to have Meg defeat IT not with a tesseract, not with her father's science, and not with the three Mrs. W's magic, but with the words 'I love you' — and what this choice tells us about the novel's central argument regarding what it means to be human.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can identify the connotative weight of a single adjective ('mouse-brown') and connect it to L'Engle's structural decision to open with a self-doubting protagonist.
• Lesson 2 exit ticket: checks whether students can explain the effect of a specific word choice ('ball') in relation to emotional register and authorial intention.
• Lesson 3 exit ticket: checks whether students can identify the ideological content of a character's speech ('we are all happy because we are all alike') and isolate the most significant word in L'Engle's argument.
• Lesson 4 exit ticket: checks whether students can analyse a structural feature — the three-part parallel clause — and connect it to the novel's thematic argument about love.
• Lesson 5 exit ticket: checks whether students can synthesise the novel's central argument by explaining why L'Engle's chosen resolution (love, not science or magic) is ideologically meaningful.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of character, including how a character's choices, actions, and speech reveal the author's meaning.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases, including connotative and figurative meanings, in context.
• Structure (STR-1) — Explain the function of structure in a text, including how an author's structural choices contribute to the development of meaning.
• Cultural and Historical Context (CHR-1) — Explain the relationship between a text and the historical, cultural, or literary context in which it was produced.

AQA

• AO1 — Read, understand and respond to texts; sustain a critical stance and use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written, read and received.

Edexcel

• AO1 — Develop an informed personal response to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular focus on writers' uses of language, form and structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the text, including how meaning is constructed through literary features.
• Criterion B — Analyse the use of literary features and their effects, with precise and relevant reference to the text.
• Criterion C — Develop a focused, well-structured argument that evaluates the author's choices and their impact on the reader.