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Schulich Children's Plays A Wrinkle in Time Digital Study Guide



A Wrinkle in Time


A Wrinkle in Time
By Madeleine L'Engle
Adapted for the stage by Thomas Morgan Jones 
Directed by Thomas Morgan Jones

House Program for A Wrinkle in Time

Grade Recommendation Grade 2+

Content Advisory

This production contains scenes of fear and peril and is recommended for ages 7 and up.


Will humanity ever conquer the vast distances of deep space? Why is love such a powerful force in our lives? Can a 13-year-old math-lover find her missing father, discover her true self, and save the universe from a sinister plot? Since its publication in 1962, Madeleine L'Engle's A Wrinkle in Time has delighted readers with its heartfelt reckoning with these and other cosmic riddles. 

One dark and stormy night, 13-year-old Meg Murry, her genius kid brother Charles Wallace and their mother are interrupted during a midnight refrigerator raid by their eccentric neighbour, Mrs. Whatsit. During the visit, Mrs. Whatsit delivers a tantalizing clue about the whereabouts of Meg and Charles' father, a secret government scientist who disappeared while researching "wrinkles in time" that could enable intergalactic travel. Soon Mrs. Whatsit draws Meg, Charles Wallace and their friend Calvin O'Keefe into a cosmic battle as they embark on a multidimensional journey to find the siblings' lost father. 

In this bold theatrical adaptation by director and playwright Thomas Morgan Jones, enjoying its world premiere at Stratford, L'Engle's cast of loveable eccentrics is brought to life for a new generation of readers (and old fans of the novel). Central to that cast is the eminently relatable Meg Murry. Try as she might, Meg does not fit in at her school and clashes with her teachers. Her brother Charles Wallace hides his staggering intellectual gifts from the world to avoid unwanted attention. Calvin O'Keefe is athletic, confident and popular, everything that Meg and Charles are not, but the Murry children have something that Calvin craves: a family where he feels he belongs and matters.  

Their voyage into the universe will teach them to rely on their own strengths while accepting the help and support of their family and friends. 

Jones' adaptation explores these and other key themes while placing L'Engle's timeless message centre stage: only love can overcome the challenges that life throws at us.  

Curriculum Connections

  • Global Competencies:
    • Collaboration, Communication, Critical Thinking, Creativity, Metacognition, Self-Awareness
  • Grad 5-6
    • The Arts (Dance, Drama, Music, Visual Arts)
  • Grade 7-8
    • The Arts (Dance, Drama, Music, Visual Arts)
    • Language
    • Science and Technology, Mathematics (STEM)
  • Grade 9-12
    • The Arts (Dance, Drama, Music, Visual Arts)
    • English
    • Science and Mathematics (STEM)
  • Grades 11-12
    • Social Sciences and Humanities


  • Acceptance
  • The Concept of Time
  • Courage and Togetherness
  • Deceptive Appearances
  • Faith and Trust
  • Faults, Strength and Finding Purpose
  • Grief, Loss and Abandonment
  • Hope and Love Over Fear
  • The Intelligence of Young People
  • Language and Communication
  • Navigating the Unknown
  • Resisting Conformity
  • The Strength of Diversity, Individuality and Uniqueness
  • Wisdom and Knowledge 




  • What do you already know about A Wrinkle in Time? Have you read the book the play is based on or seen the film adaptation?
  • What interests you about other times and places in the universe? What questions do you have about life in other times or on other planets?
  • Why does it feel like to belong? How do you help to make others feel they belong in your family, school or other community contexts?
  • What does grief or loss fell like? Apart from the death of a loved one, are there other times in our lives when we experience grief or loss? 
  • What combats loneliness? 
  • What does hope mean to you? What can young people teach the world about hope?
  • What make you feel brave when you're afraid? 
  • How do you handle tough situations? Who do you seek help from when you are going through a difficult time?
  • Do you prefer to try new tasks alone or with a group? Why?
  • How do you communicate your love and appreciation for others?
  • What are some strengths and talents that you are proud of? What are some of your weaknesses? How do both strengths and weaknesses help you in your life?
  • Have you every been in a situation where you knew you had to do something, even though you may not have felt courageous in the moment?


  • "We don't plan for the terrible things. We just try to love through them." Why is love such a powerful force in the play and in our lives?
  • Do you believe love is stronger than fear? Why or why not?
  • What helps Meg to see herself differently?
  • How do Meg's feelings and expectations of her father change during the play? How do our relationships with our parents change as we get older?
  • Does the idea of a tesseract excite you or scare you? If you could tesser, where would you go? Would you go alone or with others? Who would you invite to accompany you on your journey, and why?
  • Do you think the citizens of Camazotz are as happy as IT says they are? Why or why not?
  • What would life be like for someone your age on Camazotz? How is it different from your own life? Are there any similarities? If you could create your own planet, what would you want life to be like there?
  • How was time travel and physical transformation portrayed in the play? What theatrical elements were the most powerful in creating the immersive effects?
  • What do Mrs. Who's quotations tell us about her? Why do you think she speaks in this way?
  • How was IT portrayed in the play? What did IT's representation remind you of or symbolize?
  • What did Meg have that IT did not? 
  • Do you believe IT was truly defeated at the end of the play? Why or why not? What might happen next?
  • Are there any unintentional harms that might be caused through the production of this play? If so, What are they and what might be done to take care of the artists and audience members participating in the work?


Objective: Students will research and engage with the famous thinkers, artists and writers that are quoted by Mrs. Who throughout the play and have the opportunity to think critically about the significance of Mrs. Who's unique method of communication, making connections to the play as well as their own personal contexts.

Materials: Mrs. Who's Quote chart, computer/access to the Internet, sticky notes or highlighters, writing utensils, black/white board or chalk/markers, art supplies


  1. Ask students what they remember about the unique characteristics of Mrs. Who. When students identify that Mrs. Who communicated primarily using quotes from well-known individuals, see if any students have specific example that they can recall and share.
  2. Organize the class into smaller groups of approximately five students and give each group a Mrs. Who quote form the play. 
  3. Invite students to take 10-15 minutes to discuss their assigned quote in small groups using the following guiding questions: What do you think the quote means? Why do you think Mrs. Who chose that particular quote, and what was she trying to express? Who originally said the quote and what do you know about them? If you don't know much about them, what information can out find? Can you think or find any other quotes said by well-known induvial that would portray the same message as the one selected by Mrs. Who?
  4. Have a representative form each group share their group's main discussion points with the class. Open the conversation up to any additional points or ideas. Document key ideas on the board. 
  5. Then, have students return to their small groups and invite them to work together to create a presentation of the quote for the class, using elements of Drama (relationship, time and place, tension, focus, and emphasis). Share possible examples with students before giving them time to create their piece: Each group member could present the quote with different emphasis/emotion. The group could portray the meaning of the quote visually through tableau or movement. The group could experiment with choral speaking. Choose an excerpt of song lyrics that expresses what Mrs. Who is trying to say with this quote.
  6. If time permits, have groups present to the class and provide time for large-group discussion following each presentation. 
  7. As a consolidation activity, have students select a quote from the list that feels most significant to them. Invite students to illustrate this quote using any art materials/technology of their choice. Bring the class together once again and have groups share one key takeaway.

Possible Extensions:

  • STEM: Throughout the play, many references are made to mathematics concepts as well as theoretical cosmology and quantum physics. What science and mathematics concepts did you notice, and what do you want to learn more about? Ideas for further research and exploration may include:.  
    • The Concept of "Tessering"
    • Quantum Physics
    • Space Travel and Space Exploration

 Debriefing Questions:

  • Mrs. Who quotes herself near the end of the play. If there was to be one quote associated with you and your name, what would it be?
  • If Mrs. Who Asked your advise for quotes to add to her repertoire, what quotes would you give her and why?
  • What discoveries di you make when analyzing the quotes and learning more about the speakers?
  • How did certain acting or movement choices enhance the message or main point that your group was trying to express?
  • Mrs. Who used quotes to communicate to others. What does this mean about the diversity of the ways in which individuals communicate? How can our understanding of diverse communication styles impact the way in which we interact with others in our lives?


The Stratford Festival has brought nearly seventy plays inspired by books to the stage including 2019's The Neverending Story. Like A Wrinkle in Time, this production was also based on a children's fantasy novel that had previously been made into a film. If you could turn any novel into a play, which book would you choose and why? What changes would you need to make for it to make as compelling on stage as it is to read?


Qasim Khan as Atreyu abd Andrew Robinson as Artax the Horse in The Neverending Story, 2019

Qasim Khan (centre) as Atreyu and Andrew Robinson as Artax the Horse in The Neverending Story, 2019. Directed by Jillian Keiley. Designed by Bretta Gerecke. Based on the novel by Michael Ende. Adapted by David S. Craig. Lighting design by Leigh Ann Vardy. Sound design by Don Ellis. Photograph by Emily Cooper.
Stratford Festival Archives, GPO.2019.010.0159


The Stratford Festival's Archives maintains, conserves and protects records about the Festival and makes those materials available to people around the world. Their collection contains material ranging from 1952 right up to the present and includes administrative documents, production records, photographs, design artwork, scores, audio-visual recordings, promotional materials, costumes, props, set decorations and much more. These materials are collected and preserved with the aim of documenting the history of the Festival, preserving the page-to-stage process, and capturing the creative processes involved in numerous other activities that contribute to the Festival each season.



TrailerA Wrinkle in Time
House Program - A Wrinkle in Time
Study Guide PDF - A Wrinkle in Time

Study Guides

View past Study Guides and Study Guides for all 2023 plays, available free of charge on our website.


A Beginner's Guide to the Fourth Dimension

The Banned Books Project

Hollywood's Once and Future Classic

Madeleine L'Engle

Spotify Playlist curated by Thomas Morgan Jones

Stratford Public Library Suggested Reading List for A Wrinkle in Time


Booking Information: Tickets, Workshops, Chats and Tours

Student Matinées

You may book any available date, but selected student matinée performances for this show are at 2:00 p.m. on the following dates:

12:30 p.m.

  • Thursday, May 25th
  • Friday, June 9th
  • Wednesday, September 13th
  • Thursday, September 21st
  • Wednesday, September 27th
  • Thursday, October 5th
  • Friday, October 13th
  • Thursday, October 19th
  • Wednesday, October 25th 

2:00 p.m.

  • Thursday, May 18th
  • Tuesday, May 23rd
  • Monday, May 29th
  • Thursday, June 1st
  • Wednesday, June 14th
  • Thursday, June 15th
  • Wednesday, June 21st
  • Wednesday, June 28th
  • Thursday, September 7th
  • Tuesday, September 12th
  •  Friday, September 22nd 
  • Wednesday, October 11th
  • Tuesday, October 17th
  • Friday, October 27th

Workshop & Chats

Pre or Post-Show Workshops and Post-Show Chats (virtual, onsite or at your school/centre) can be booked by calling the Box Office at 1.800.567.1600.



Tools for Teachers include Prologues, Study Guides and Stratford Shorts.       


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