1. TeacherGuide
at DePaul’s Merle Reskin Theatre
60 E. Balbo Drive, Chicago
Web Site: theatre.depaul.edu
Email: theatreboxoffice@depaul.edu
theatregroupsales@depaul.edu
Box Office: (312) 922-1999
Group Sales: (312) 922-0999
based on the book by Madeleine L'Engle
adapted by John Glore
directed by Ernie Nolan
teacher guide prepared by Catherine Miller, Caroline Byrne
Donnelly, and Emily Marlatt
October 23 - December 1, 2012

2. Teacher Guides are
developed by
The Theatre School
at DePaul University.
Guides are distributed free of
charge to teachers and other
ticket purchasers and are
available on the web.
They are intended as a tool to
facilitate learning, discussion,
and an enhanced theatre
experience for our audience.
• • •
The Theatre School
DePaul University
Merle Reskin Theatre
60 E. Balbo Drive
Chicago, IL 60605
Visit our Website!
theatre.depaul.edu
Dramaturgy:
Catherine Miller
Caroline Byrne Donnelly
Emily Marlatt
Dramaturgy Advisor:
Ernie Nolan
Faculty/Staff Editors:
Liz Calvert
Leslie Shook
Jourdi Waller
Artistic Director:
Lisa Portes
Box Office:
(312) 922-1999
Group Sales Representative:
Linda RM Jones
(312) 922-0999
Please Note:
We have found that URLs on the
Internet frequently change.
Some addresses may have changed
since this guide was published.
Table of Contents
Welcome Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Are You Ready to Tesseract?! . . . . . . . . . . . . . . . . . . . . . .4
Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Raise Your Hand If . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Genre: Young Adult Science Fiction . . . . . . . . . . . . . . . . .6
Adaptation: Page to Stage . . . . . . . . . . . . . . . . . . . . . . .6
Madeleine L’Engle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Unwrinkling Time: A Personal Exploration of the 1960s . . .8
Inside Look: Shining a Light on Lighting Design . . . . . . . .9
Love is a Powerful Thing . . . . . . . . . . . . . . . . . . . . . . . .10
Embracing the Unknown . . . . . . . . . . . . . . . . . . . . . . . .11
We are All Stars! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Create a Classroom Constellation . . . . . . . . . . . . . . . . . .13
Science Lesson: Stars! . . . . . . . . . . . . . . . . . . . . . .14-15
Capture a Constellation . . . . . . . . . . . . . . . . . . . . . . . . .16
Understanding Dimensions . . . . . . . . . . . . . . . . . . . . . .17
Build Your Own Tesseract . . . . . . . . . . . . . . . . . . . . . . .18
Intergalactic Travel Brochure . . . . . . . . . . . . . . . . . .19-20
Webliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Season Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Chicago Playworks Program Goals:
• To provide a live theatre experience for students and teachers in the Chicago
metropolitan area.
• To provide theatre for Chicago’s children that reflects their experiences in a
contemporary, urban, and multi­ethnic environment.
• To serve principals, teachers, and students in their pursuit of Illinois State
Learning Goals.
• To integrate performances and teacher guide information/activities into the
classroom curriculum.
• To offer our performances within a workable, convenient time frame.
• To contact principals and teachers with valuable and solid information that will
help them to make choices that fit their students’ needs.
2

3. 3
WELCOME TEACHERS!
Teachers,
We are thrilled to have you with us at DePaul University’s Merle
Reskin Theatre for the Chicago Playworks production of Madeleine
L’Engle’s A Wrinkle in Time. John Glore’s stage adaptation is
directed by Theatre School faculty member Ernie Nolan.
We have specially designed this guide to be a companion in your
classroom as your students explore the world of the play. Inside
these pages you will find activities, themes, and concepts that
will spark discoveries before and after you see the play. You will
also find Illinois Learning Standards to connect our activities and
exercises to your required curriculum.
To help you, look for these icons!
Mrs. Who’s Classroom Connections
Any time you see Mrs. Who’s glasses, there are
curriculum-based lessons and activities that connect
the content of the play to what you what you may
be studying in your classroom.
Mrs. Which’s Ball of Light
The ball of light icon indicates theme-based questions
and explorations that will open up discussion and
encourage larger connections to the play.
Mrs. Whatsit’s Galoshes
The picture of Mrs. Whatsit’s galoshes indicates a fun
activity that mixes learning and play.
So please, enjoy the journey through space and time as your students
learn by exploring the world of Madeleine L’Engle’s A Wrinkle in Time.
Catherine Miller (BFA3, Dramaturgy/Criticism), Caroline Byrne Donnelly
(BFA4, Playwriting), and Emily Marlatt (BFA3, Theatre Arts)

4. ARE YOU READY TO TESSERACT?!
Students,
Little do you know, you are about to embark on a fantastic
journey through space and time. This adventure will take us all
over the universe in a mission to save the world. Our expedition
isn’t for the faint of heart, but there’s something about you that
makes us believe you’re up to the task. Here are some things to
keep in mind so that our journey will be as exciting as possible:
* Cell phones and other noisemaking devices should be silenced
and stowed away. We don’t want any electronics interfering with
the complicated science of traveling across the universe.
* Please stay in your seats. The most important thing about
tesseracting is to stay focused. It’s a delicate science to put a
wrinkle in time, and staying seated will keep us all safe and
on track.
* Food and drinks should be saved for after the play. Just like
swimming, you shouldn’t eat right before tesseracting. Best to
save snacks for after the performance.
* Feel free to laugh, and have a good time. Even on a dangerous
mission, there is still room for fun!
ENJOY THE PERFORMANCE, and good luck on your journey
through the world of A Wrinkle in Time!
Catherine Miller (BFA3, Dramaturgy/Criticism), Caroline Byrne Donnelly
(BFA4, Playwriting), and Emily Marlatt (BFA3, Theatre Arts)
4

5. SYNOPSIS
On a dark and stormy night, Meg Murry tries to sleep in her attic bedroom,
but thoughts of her missing father, troubles at school, and concerns about
her brother Charles Wallace consume her. Escaping to the kitchen, she
finds Charles Wallace, who comforts her with a cup of hot cocoa. After their
mother joins them, they are visited by their mysterious and eccentric new
neighbor, Mrs. Whatsit. Before ending her visit, Mrs. Whatsit reveals that
tesseracts exist.
The next morning, while still pondering Mrs. Whatsit’s message, Meg and
Charles run into Calvin, Meg’s classmate from school. On their way to see
Mrs. Whatsit, they unexpectedly meet Mrs. Who. Mrs. Who tells them that
their father is in extreme danger and needs their help. Immediately, the
three children are swept off across the universe. They arrive on Camazotz,
a dark and bleak planet, where they discover Mr. Murry is being held
captive by an all-powerful being only referred to as IT. Meg realizes she
must learn to love herself and her family in order to save her father.
RAISE YOUR HAND IF...
These are some conversation starters to use before the play (in the
classroom, on the bus or in the theatre). Read this explanation:
You will hear a series of statements. Each statement will begin with “Raise
your hand if.” If you think the statement is true of yourself, feel free to raise
your hand as the invitation prompts.
Raise your hand if...
… you’ve ever been angry with your mom or dad.
… you’ve ever been to a different planet.
… you’ve ever felt different from other people.
… you’ve ever felt alone.
… you’ve ever tesseracted.
… you’ve ever teased someone for being different.
… you’ve ever missed someone a whole lot.
… you’ve ever have a lot of questions.
… you’ve ever gone on an adventure.
… you’ve ever disliked something about yourself and learned to like it later.
... you’ve ever been curious about something.
... you’ve ever received a reaction you didn’t like.
5

6. GENRE:
YOUNG ADULT SCIENCE FICTION
A Wrinkle in Time was one of the first books intended specifically for readers
ages ten to eighteen. It is also a science fiction story. Science fiction is a
story dealing with imaginary but plausible content. Science fiction can have
a futuristic setting, like The Hunger Games, but stories can also take place
in present day.
This genre uses science and technology and, in the case of A Wrinkle in
Time, space travel and aliens. As a science fiction book, the author is able
to explore themes that a regular “at-the-time book” cannot, such as the
dangers of conformity and an all-powerful government. A Wrinkle in Time
was not only one of the first novels to be classified as young adult
literature, but it was also the first science fiction novel to feature a female
protagonist. This has opened the door for the creation of such characters
as Hermione from Harry Potter, Katniss from The Hunger Games, and Tris
from Divergent.
Can you think of other books with female protagonists or heroes? How are
they like Meg? How are they not? Below is a list of books with similar
themes. Take a look at one or all of them.
The Hunger Games Trilogy by Suzanne Collins
The Divergent Trilogy by Veronica Roth
The Uglies Series by Scott Westerfeld
The Giver Quartet by Lois Lowry
His Dark Materials Trilogy by Phillip Pullman
The Tortall Universe Series by Tamora Pierce
ADAPTATION:
PAGE TO STAGE
An adaptation is when one form of storytelling is turned
into another. For example, The Hunger Games series
was recently adapted as a movie. Spiderman is another
example that went from comics to movies, to video
games to a Broadway musical. The play A Wrinkle in
Time is an adaptation from a novel written for children
and young adults. A Wrinkle in Time has also been
adapted as a movie.
6

7. 7
MADELEINE L’ENGLE
Madeleine L’Engle Camp was born on November 29, 1918.
Her mother was a pianist, and her father was a World War I
veteran who later worked as a theatre and music critic for
The New York Sun. Madeleine L’Engle spent her early years
in New York City and wrote her first story at age 5.
When she was 12, she moved to the French Alps with her
parents and attended a boarding school where she became
truly passionate about writing, despite poor grades.
After moving back to America, L’Engle went to high school
in Charleston, South Carolina, where she had a much better time in school,
improving her grades and her social life. When she graduated from high
school, L’Engle attended Smith College and studied English. Surprisingly, this
science fiction author didn’t take a single science class while in college.
Instead she studied classic literature and continued to work on her writing.
After completing her studies, L’Engle graduated with honors and moved back
to New York City where she began to work in the theatre. During this time,
she published her first two novels and met Hugh Franklin. She eventually
married Franklin, and they had three children.
L’Engle continued to write and in time moved with her family to Connecticut,
where they lived in a small dairy farm village and ran an old general store.
Eventually, the family moved back to the city so that Franklin could restart
his career as an actor. L’Engle and her husband spent the next years writing
and acting until their children were grown. In 1986, L’Engle’s husband died.
She continued writing.
Madeleine L’Engle lived and wrote through the 20th century and into the
21st century. She died on September 6, 2007, at the age of 88. Throughout
the course of her lifetime, Madeleine L’Engle wrote more than sixty books.
A Wrinkle in Time was turned down by 26 publishers before it was accepted.
The novel became L’Engle’s masterpiece. It won the John Newbery Medal for
the best children’s book of 1963 and has sold over ten million copies since
its first publication.
I think that fantasy must possess the author and simply use him…I
know that is true of A Wrinkle in Time. I cannot possibly tell you how I
came to write it. It was simply a book I had to write. I had no choice.
It was only after it was written that I realized what some of it meant.
Madeleine L’Engle

8. UNWRINKLING TIME:
A PERSONAL EXPLORATION
OF THE 1960s
This year marks the 50th anniversary of A Wrinkle in Time’s first printing.
Although the book is timeless, many of the themes are relevant to the time
when it was written. Find someone (maybe a parent, a grandparent, a
neighbor, etc.) who was alive during this time in history.
Ask them about their childhood, and what it was like growing up at the
time. Find out what social, political, and economic issues could have
impacted both their childhood and the creation of A Wrinkle in Time.
Think of a list of questions you want to ask before your interview. Try using
some of the examples below to start off.
1. Who was President of the United
States in 1962? What is he known for?
Do you have any memories connected
to him?
2. What were some of the issues you
and/or your family had to deal with
during the time?
3. What did you do for fun?
4. Have you ever read A Wrinkle in
Time? If you did, when did you read it?
Illinois Learning Standards: English Language Arts 3.B.1-7.
1. Use appropriate prewriting strategies (e.g., drawing, webbing, brainstorming, listing, note taking, graphic organizers)
to generate and organize ideas with teacher assistance.
2. Establish and maintain a focus.
3. Use stages of the writing process (e.g., prewriting, drafting, revising, editing, publishing) to develop paragraphs
with focus, organization, elaboration, and integration.
4. Organize around a structure (e.g., paragraph, essay) appropriate to purpose, audience, and context.
5. Use basic transitions to connect ideas.
6. Elaborate and support ideas (e.g., pictures, facts, details, description, narration).
7. Revise and edit (e.g., conference with self, peer, volunteer, teacher.).
Illinois Learning Standards: Social Science Arts 14.F.3c. Identify why people have chosen a democracy.
8

9. 9
Christopher Barker is the Lighting
Designer for this production of A
Wrinkle in Time. A lighting designer
has two important jobs. One job is to
make sure that you can see what
needs to be seen on stage no matter
where you are in the audience. The
other job. . .well, we’ll let Chris tell
you. Read the interview with Chris
and look at compositions of the set.
Question: What does a lighting
designer do?
Chris: The lighting designer’s job is to
make sure that the world of the play is
represented in light. The lighting
reinforces the emotional path of the
play more strongly than scenery or any
part of the production. It is all about
looking at that and helping the scene
designer and costume designer
reinforce the whole world.
Question: This play is particularly
heavy on lighting. What are your
particular responsibilities?
Chris: In this play, many of the scenic
elements depend upon lighting. Light
actually creates the world and locations
instead of just reinforcing scene
changes. Instead of a scene change,
the lighting on the back wall changes to
create a completely new place. It is my
responsibility to make it clear when the
play moves to a new locale.
Question: Would you talk about your
path to becoming a lighting designer?
Chris: I started doing lighting when I
was in high school. I knew I was
interested, but I didn’t know how to
become a designer. I started by
working as an electrician and working
on technical aspects. Eventually, I got
the opportunity to design. It was the
next step up from electrician, choosing
where the lights go. My first show was
not particularly good. It took me time
to realize the significance of lighting; it
can really make a moment. You can
make someone cry by changing lights.
It’s super subtle and not apparent to
everyone, but I think that is what’s
really cool.
INSIDE LOOK:
SHINING A LIGHT ON LIGHTING DESIGN
Illinois Learning Standards: Fine Arts 27.A.7c. Describe occupations that are related to the arts (e.g., photographer,
illustrator, composer, playwright, choreographer, architect). Fine Arts 27.A.3c. Match the types of occupations with
their art form (e.g., actor, director, playwright, designer with drama).

10. 10
LOVE IS A POWERFUL THING
In A Wrinkle in Time, Charles Wallace tells Meg that it has been “two
years, three months and eleven days,” since she told their mother that
she loves her. At the end of the play, it is only by telling Charles Wallace
she loves him that Meg is able to free her little brother from the control
of IT. Meg is able to see the effect of love on a personal level but also
how love can affect the world in an even greater sense.
When we think of love, we often think of the love of family and friends.
Love can also influence people on a global scale. There are people who
believe that love and compassion for our fellow human beings is an
alternative to violence and hatred. Famous figures such as Martin Luther
King and Gandhi, pictured below, dedicated their lives to spreading the
message of the power of love. As Meg learned, love is much more
powerful than anger or hate.
Ignite a discussion with some of these questions:
* Can you think of a time when showing love was a better way
to solve a problem than expressing anger or hate?
* Have you ever used love to turn someone’s day around?
* Who are some well-known people in history who have used
the power of love to change the world?

11. 11
EMBRACING THE UNKNOWN
We always want to know the who, what, where, when, why, and how:
Why is the sky blue? How do birds fly? When did scientists realize we
could fly to space? Nowadays, with smart phones and search engines
like Google at our fingertips, we have the ability to answer all of those
questions and more...well, most of them.
In the beginning of A Wrinkle in Time, Meg is constantly asking where
her father is. Even when she ventures out into the big, scary universe in
search of her father, she continues to ask questions. As Meg's
frustration overwhelms her, she pushes aside her fear of the unknown
and realizes that not everything in life needs an answer.
We question because we want to know, and while we may come away
empty-handed like Meg, we realize there are so many things we do not
understand and could not possibly know. If we constantly question the
things we know very little about, our reality becomes cloudy. We might
not be able to face the reality right in front of us. As Meg lets go of her
questions, she realizes that knowing everything is not the most
important thing in life.
So let us embrace the unknown like Meg, and remember what Mrs.
Murry says: “Just because we don't understand doesn't mean that the
explanation doesn't exist.”
Ignite a discussion with some of these questions:
* What types of people search for answers?
* Are there any jobs where people specialize in searching for
the truth?
* Would you ever want to be someone, like a scientist, who
searches for unknown answers?

12. WE ARE ALL STARS!
Sometimes it is hard to feel extraordinary. At the beginning of A Wrinkle
in Time, Meg Murry believes that she is ugly and stupid because of things
others say about her. At one point, Meg asks her mom how she can be so
smart and beautiful when her kids “are just repulsive looking oddballs.”
After journeying to Camazotz to save her father, Meg realizes that what
she considered were her faults, her “different” behaviors, are the very
things that can save her family. When it comes down to it, it’s the
things that make us unique that create a better world. Celebrating your
own unique qualities, as well as the uniqueness of others, brings out the
best in everyone.
12
Ignite a discussion with some of these questions:
* Have you ever felt out of place because of something
someone said to you? How did you react? How did you resolve
the situation?
* Have you ever found that something different about you that
allowed you to do something no one else could? Did you ever
feel that one of your flaws turned out to be a virtue?
* What are some things that make you different than other
people? How many of these things make you feel special? How
many make you feel out of place? What is it about these traits
make you feel that way?

13. 13
CREATE A CLASSROOM
CONSTELLATION
Now it’s your turn to celebrate your own uniqueness! By creating your own
classroom constellation, you will see that not only are you a star, so are
your classmates! Follow the instructions to create the constellation!
Directions:
1. Cut a star out of construction paper.
2. Decorate it in a way that shows your own uniqueness. (For example, if
you love to dance, draw a pair of ballet slippers.)
3. As a class, decide on a shape and name for your constellation.
4. Hang everyone’s stars in the constellation shape that you decided.
You will need these materials and tools.:
Construction paper
Markers, colored pencils, and/or crayons
Scissors
Decorations: stickers, glitter pictures, ribbon, etc.
Tape or glue to assemble stars
String to hang up the stars

14. 14
SCIENCE LESSON: STARS!
In A Wrinkle in Time, we meet Mrs. Whatsit, Mrs. Who, and Mrs. Which,
who we soon find out are actually stars. But what is a star?
Stars are massive spheres of extremely hot gas that are all around our
universe. They are the oldest objects in our solar system. Some are as old
as 14 billion years old.
Stars are made of some of the most basic elements: hydrogen and
helium. And how basic are they? Both of these elements are in the earth’s
atmosphere and are used in our everyday life. For example, hydrogen allows
us to heat and cool an area, and helium is used to inflate balloons.
When a star is formed, these elements are in a gaseous state. Unlike solids
and liquids, gaseous elements can continuously expand and change in
temperature and pressure. Over millions of years these elements are pulled
together by gravity in their gaseous state and eventually form. . .a star!
Stars are able to produce their own light and energy through a process
called nuclear fusion. Nuclear fusion occurs when lighter elements are
forced to become heavier. As this occurs, a massive amount of energy is
created, causing the star to heat up and shine.
In addition to the various types of stars listed above, there are groupings of
stars called constellations. Because our earth is continuously orbiting, only
certain constellations are visible on certain nights. The only exception to this
rule is if you live on the equator, where every constellation is visible every
night.
Constellations are usually named after scientific instruments or mythological
characters. For instance, the constellation Draco was named after the
mythological dragon of the same name.
COOL LINK: This is a link to a short film on the life of a star.
http://hubblesite.org/gallery/movie_theater/starslife/
Illinois Learning Standards: Science 12.C.1a. Apply scientific inquiries or technological designs to examine forms
of energy, exploring sources and types of energy in familiar situations, or experimenting with sounds by vibrating
different materials, or exploring ways that heat, light and sound are produced naturally and artificially.
(Link to 11A-B, 12D, 13A-B.)

15. 15
Supergiants are the biggest stars in
the universe.
Red Dwarf is a type of main
sequence star that has consumed the
majority of the hydrogen in its core.
Red Giants are a little smaller than
Supergiants, but they can still be up
to 100 times larger than our Sun.
A Protostar is the collection of
gaseous elements before the star
actually forms.
Main Sequence is a very general
term for stars that successfully release
energy from their core, like the sun.
T Tauri is the name for a star that is
still in the early stages of formation.
In White Dwarfs, nuclear fusion has
completely stopped. They only
continue to shine because they were
once very hot stars.
Neutron Stars have run out of fuel
and collapsed. This is the only type of
star entirely made up of neutrons.

16. 16
CAPTURE A CONSTELLATION
Sometimes, locating constellations in the sky is difficult because the sky is
so big.With the help of a star frame, you will be able to tell the difference
between Andromeda and the Big Dipper.
1. Bend a wire coat hanger into a rectangular
shape with the hook at one of the corners.
2. Take enough plastic wrap to cover to rectangle
and stretch it across the frame.
3. Secure the plastic wrap with tape.
4. Take your star frame out at night, and hold it
against the sky at arm’s length.
5. Find a grouping of stars you like and use a black marker to mark where
those stars are located on the frame.
6. Bring your frame to class the next day, and cover your markings with
glow in the dark paint, so you can see them better at night.
7. Finally, use the star map below or find one you like, and try to figure out
which stars and constellations you have on your frame.
You will need:
*Metal coat hanger
*Plastic wrap
*Tape
*Glow-in-the-dark
paint

17. 17
UNDERSTANDING DIMENSIONS
Dimension is the way we measure an object in different directions: height,
width, and depth. Think about watching a movie. A movie on a screen is
just two dimensions: height and width. If you have ever seen a movie in
3D, you know that 3D—or three dimensional—means there is height and
width, and also depth. The picture pops out of the flat screen. With that in
mind, see if you can wrap your mind around some of these dimensions.
Using another piece of paper, do the exercises listed below.
1. Draw a point. How many sides does it have? (Watch out! It’s a trick
question.)
2. Draw a line. How many sides does a line have?
3. Draw a square. How many sides does a square have? How many faces
does it have? (Remember, a face is a flat surface.)
4. Draw a cube. (You can draw a cube by drawing two interlocking squares
and connecting them at the corners.) How many sides does it have?
How many faces does it have?
Bonus: In A Wrinkle in Time, Mrs. Which, Mrs. Who, and Mrs. Whatsit
introduce another object that has even more dimensions than a cube, a
tesseract.
A tesseract, also known as a “hypercube,” can be difficult to draw, but based
on the pattern we just discovered about faces and sides in relation to
dimensions, how may sides do you think there are in a tesseract? How
many faces do you think a tesseract has?
(Hint: We built a cube by taking two interlocking squares and connecting
them with four line segments. For a tesseract, we need to use two
interlocking cubes and then connect them together using eight line
segments.)
AnswerKey:
1.●,zerosides.2._______,oneside.
3.□,foursides,oneface.
4.□,twelvesides,sixfaces.
Bonus:Thirty-twosides,twenty-fourfaces.

18. 18
BUILD YOUR OWN TESSERACT
After having a discussion about dimension, split students into groups or
have them work individually to build a tesseract, or a hypercube, based on
the picture above.
You will need:
*Plastic straws (about 24 for each tesseract)
*String *Scissors *Tape
Give each group at least 24 straws. By threading string through the straws,
students will create first a square and then a cube. Next, ask the groups to
create a second, smaller cube. Finally, instruct students to place the smaller
cube inside the larger cube and suspend it in place with string (similar to
the picture above).
After the project, reinforce the concept of dimensions with these questions:
1. Where did you start when you created this model?
2. What did you make next?
3. And after that?
4. How many dimensions do you believe a tesseract or hypercube has?
Illinois Learning Standards: Mathematics 6.A.2c. Recognize equivalent representations of whole numbers and
generate them by composing and decomposing numbers. Mathematics 7.A.2a. Compare and order objects according
to measurable attributes.
AnswerKey:
1.onestraworalinesegment,whichisonedimensional.
2.asquare,whichistwodimensional.
3.acube,whichisthreedimensional.
4.four.

19. 19
INTERGALACTIC TRAVEL BROCHURE
In A Wrinkle in Time, Meg, Calvin, and Charles Wallace
venture from their home to the outermost planets in
an unknown universe. As they travel along, they find
that each place they visit is very different from the
other. Places like Uriel are beautiful and filled with nice
creatures. Aunt Beast's planet is cold in temperature,
yet its people are welcoming. And Camazotz is a
completely different planet than all the rest.
Create a travel brochure to promote travel to one of the planets visited by
Meg, Charles Wallace, and Calvin in the play. Begin by cutting out the
template provided on page 20. Next, fill in information about the planet. Be
sure to include illustrations of the planet and its inhabitants. You might begin
by filling the brainstorming bubble with some words to describe the planet.
The purpose of this project is to promote travel to each of these planets, so think
of it in terms of selling a product. Make it enticing and enthralling. We wouldn't
want to give people the wrong idea about these planets, now would we?
Here are some questions to help you with your brainstorming:
*What colors are associated with this planet?
*What do the inhabitants of the planet look like?
*What is the weather like?
To help you design your brochure, here is an example of what a travel
brochure might look like. Don’t forget to fill both sides of the template with
lots of information about the planet.

20. 20
Travelbrochuretemplate:1.Cutalongdottedlines2.Foldalongremaininglines3.Remembertouse
all6sides(frontandback)topromotetraveltotheplanetyouhavechosen.

21. 21
WEBLIOGRAPHY
Carr, Karen. “Stars.” Kidipede - History for Kids. 2012.
<http://www.historyforkids.org/scienceforkids/physics/space/star.htm>.
Gilks, Marg, Paula Fleming, and Moira Allen. “Science Fiction: The Literature
of Ideas.” The Writer Magazine (2003): n. pag. <http://www.writing-
world.com/sf/sf.shtml>
Martin, Douglas. “Madeleine L’Engle, Author of the Classic ‘A Wrinkle in
Time,’ Is Dead at 88.” The New York Times. 8 Sept. 2007.
<http://www.nytimes.com/2007/09/08/books/08lengle.html?pagewanted
=all>.
“Stars - NASA Science.” Stars - NASA Science. National Aeronautics and
Space Administration. <http://science.nasa.gov/astrophysics/focus-
areas/how-do-stars-form-and-evolve/>.
“Teacher's Resource Page: A Wrinkle in Time.” Brown Mathematics. Brown
University.
<http://www.math.brown.edu/~banchoff/Yale/project12/wrinkleresource.
html>.

22. 2012­2013 Chicago Playworks Season
A Wrinkle in Time, based on the book by Madeleine L'Engle, adapted by John Glore, directed by Ernie Nolan
recommended for ages 8 and up
October 23 ­ December 1, 2012
Tuesdays at 10 a.m.: 10/23, 10/30, 11/6+, 11/13, 11/27 Wednesday at 10 a.m.: 11/28
Thursdays at 10 a.m.: 10/25, 11/1, 11/8, 11/15+, 11/29 Fridays at 10 a.m.: 10/26, 11/2, 11/9, 11/16, 11/30
Saturdays at 2 p.m.: 10/27, 11/3**, 11/10, 11/17+, 12/1
Lizzie Bright and the Buckminster Boy
based on the book by Gary D. Schmidt, adapted by Cheryl L. West, directed by John Jenkins
recommended for ages 10 and up
January 19 ­ March 2, 2013
Tuesdays at 10 a.m.: 1/22, 2/5, 2/12, 2/19, 2/26 Thursdays at 10 a.m.: 1/24, 2/7, 2/14, 2/21+, 2/28
Saturdays at 2 p.m.: 1/19, 2/9+, 2/16**, 2/23+, 3/2
The Coral King by James Ambrose Brown, directed by Ann Wakefield
recommended for all ages
April 2 ­ May 25, 2013
Tuesdays at 10 a.m.: 4/2, 4/16, 4/23, 4/30+, 5/14, 5/21+ Thursdays at 10 a.m.: 4/4, 4/18, 4/25, 5/2, 5/16, 5/23
Saturdays at 2 p.m.: 4/20, 4/27+, 5/18**, 5/25
+dates for ASL/American Sign Language Interpreting **date for Audio Description and Touch Tour
2012­2013 Theatre School Showcase Season
Spring Awakening
book and lyrics by Steven Sater, music by Duncan Sheik, based on the book by Frank Wedekind
directed by Damon Kiely with musical direction by Mark Elliott
September 28­October 7, 2012 (previews 9/26 & 9/27)
(Due to adult situations and adult content, parental supervision is recommended for ages under 17.)
Angels in America, Part Two: Perestroika by Tony Kushner, directed by Jane Drake Brody
February 8­17, 2013 (previews 2/6 & 2/7)
Measure for Measure
by William Shakespeare, directed by Catherine Weidner
April 19­28, 2013 (previews 4/17 & 4/18)
MFA13
a world premiere performed by the graduating MFA 3 actors
by Ike Holter, directed by Dexter Bullard
May 17­26, 2013 (previews 5/15 & 5/16)
Performances are Wednesdays through Saturdays at 7:30 p.m. and Sundays at 2 p.m.
Preview performances are free to university students with valid identification.
The second Sunday performance of each play is interpreted in American Sign Language and has Audio Description and
a Touch Tour. The Audio Description of Angels in America is the first Sunday. Post­Show Discussions are scheduled after
performances on the first Sunday of each performance run.
details as of date of publication; subject to change.
DePaul’s Merle Reskin Theatre, 60 E. Balbo Drive, Chicago
Web Site: theatre.depaul.edu Email: theatreboxoffice@depaul.edu
theatregroupsales@depaul.edu
Box Office: (312) 922­1999 Group Sales: (312) 922­0999