This three-lesson curriculum teaches middle school students about playwriting through an environmental lens. In Lesson 1, students explore ecosystems and environmental issues through creative writing exercises. They write initial scenes addressing problems, effects, or solutions to climate change. Lesson 2 focuses on revising the scenes through peer feedback and discussion. In Lesson 3, students rehearse and perform their scenes in a staged reading for an audience. The goal is for students to gain understanding of environmental topics and the craft of playwriting through this creative process.

1. Eco-Playwriting
Maddi Freundlich and Nick Graver
Subjects & Themes
Ecology
Communicating about
Environmental Issues
Playwriting for Social Change
Social and Environmental Advocacy
In This Curriculum
Lesson 1: Exploration
Lesson 2: Revision
Lesson 3: Rehearsal and Performance
This curriculum is an introduction to playwriting through an environmental
lens. Students write scenes about environmental issues that are then rehearsed
and performed in a staged reading.
Teachers/directors can use climate change as a specific overarching theme for
the students’ scenes, or they can use a different environmental focus of interest
such as agriculture or deforestation. For more information, see Adaptations in
Lesson 1.

2. Audience/Grade Level:
6th-9th grade
Subjects: Ecology, English,
Theater
Duration: 3 hours
Preparation Time: 1-2 hours
Materials Needed: Easel and
easel paper, markers, lined paper,
pens
Essential Questions:
What are environmental concerns?
What are some causes of climate
change and what are some
solutions?
What different types of settings
experience environmental issues?
How do you write an original
character?
What makes an effective scene?
Objectives:
Students will gain a better
understanding of the relationships
between living and non-living parts
of an ecosystem. Students will learn
the basics of writing an effective
scene, including character and
conflict.
Students will understand that
setting is very important in all
plays.
1. Warm-up game
• Have students brainstorm parts of an ecosystem,
recommended ecosystems include forests and oceans. Ask the
students to choose some animal or nonliving part of the
ecosystem.
2. Writing exercises
• Bring students inside and ask them to expand upon one of the
dialogues they saw outside or create a completely new
conversation.
3. Discussion about climate change*
• Have the group pause writing and come over to brainstorm
what they know about climate change. A pre-divided poster
board should be divided into three sections: problems, causes,
and solutions. Post this up where all students can see it.
Lesson 1: Exploration
4. Writing exercises pt II
• Prompt students to create and write about a character. Have them write for 5 minutes without stopping,
brainstorming as much as they can. Prompt them with questions like, “Where does this creature/person
live? Who do they live with? Are they friendly? How are they affected by climate change?”
• Repeat this exercise with a location. Ask questions such as, “How has this place changed over time?”
“What people and animals come to that place?” Have the group share.

3. 5. Choosing a location
• Have the students discuss one ideal location for their scenes (mountain, beach, desert etc.) When
they identify a place, discuss what it looks like, come up with some characters that visit this place,
and discuss how it has changed over time.
6. Writing scenes
• For the last 15-25 minutes, have kids begin to write a scene in that place in that place that addresses
problems, effects, or solutions regarding climate change
• Encourage them to use some of the characters they’ve created if they fit well.
Homework assignment:
Ask that between this workshop and the next, students continue their scenes or write new ones. Remind
them that the scene should have multiple characters and a conflict. Have them bring in as many copies as
there are characters in each scene.
*Adaptations:
• Instead of climate change, writers could focus on a topic such as agriculture, waste, or deforestation.
Any theme the teacher feels knowledgeable about and comfortable with could make for good
scenes.
• Instead of all scenes taking place in the same location, allow students to pick their own settings.

4.
Lesson 2: RevisionAudience/Grade Level: 6th-9th
grade
Subjects: Ecology, English, Theater
Duration: 3 hours
Preparation Time: 0-1 hours
Materials Needed: Easel and easel
paper, markers, lined paper, pens
Essential Questions:
What makes an effective scene?
What effect can our scenes have on the
audience?
How can a play make an
environmental impact?
Objectives:
Students will demonstrate an
understanding of
Students will make significant changes
to their work.
1. Reading for each play
• Have each student introduce their scene, and then select
students to read the part for each character. Select a student
to read stage directions as needed. If possible, make sure the
playwright is watching and taking notes and not otherwise
involved in the reading.
• Have students read scenes aloud, standing with other
students watching.
• Discussions: All present ask the playwright one question
about the play, either about content, backstory, clarification
etc. Instructors should ask leading questions to encourage
creative thinking about the world of the play. Playwrights
are not obligated to respond to every question.
2. Discussion of Goals
• Each student identifies goals: What do you want your
audience to think about after they see your scene?
3. Revision
• Encourage students to rewrite their scenes fully or create additional material that tells the backstory of
the scene, or develops the events following the scene
• Tell students to raise their hands if they are stuck--try to conference with each student at least once, and
then leave students alone to work.
• Allow students as much time as they need to revise--even 20-30 minutes
4. Second Reading
• Same procedure as before--students only read new or revised sections
• Abbreviated question and answer session
5. Concluding each scene
• Students are given a fixed amount of time (however much is available) to conclude their scene and put
finishing touches on it before the performance
• Students are not obligated to bring everything they wrote to the performance--we will perform the
sections they want
• Allow as much flexibility as possible for students who want to finish their scenes (revising after class,
writing more at home and sending you a finished scene, etc).
• Collect finalized scenes from each student.
6. Planning the performance
• Discuss: What do we want the set to look like? How much costuming do we need?
• Remind students that this is a staged reading, not a production. Only use what is necessary to tell the
story
Homework: Students decide on a title for their scene and prepare a 2-3 sentence introduction they will read
to the audience. Encourage students to do outside research and share facts.

5.
Audience/Grade Level: 6th-9th
grade
Subjects: Ecology, English, Theater
Duration: 3 hours
Preparation Time: 2-4 hours
Materials Needed: Easel and easel
paper, markers, lined paper, pens
Essential Questions:
What changes once we take these
plays from page to stage?
How does a live audience respond to
the issues in the play?
Objectives:
Students will rehearse their scenes
Students will take ownership of their
work and be able to explain to their
audience what environmental issues
are in their scene and why they are
important.
Lesson 3: Rehearsal and
Performance
Teacher Preparation:
• Type up each scene
• Cast each scene based on students abilities and talents (the
playwright should still ideally not be in their scene)
• Consider additional needs of each scene: will the story be
clearer if somebody reads stage directions?
• Notify students in advance which characters they are
playing, and make sure they have access to read each scene
in advance.
• Print enough copies of each scene for each student to have
their own and one for director
• Prepare and bring any costumes, props, or scenery
decorations desired
Activities:
1. Warm Up
• Lead students in a physical warm-up followed by
favorite drama games, such as “Boppity Bop Bop Bop”
or “What Are You Doing?” (See Appendix)
2. Rehearsing each scene
• Instructors act as directors for the scenes
• Move quickly to plan each scene efficiently
• Give students a basic plan for where to move, and then
have them read the scene aloud
• Give students notes on acting as necessary--focus on the
big picture movements and spatial arrangement.
3. Performance
• Welcome parents and introduce the performance
• Be on hand in case playwrights and actors need
additional assistance
Adaptations:
Talkback
• After all the scenes are read, gather students and audience members together to discuss the
show
• Have each audience member share something they’ve learned
• Ask students if they have questions for the audience
• Ask audience members if they have questions for the playwrights

6. Appendix
Resources:
• Introduction to playwriting: http://www.creative-writing-now.com/how-to-write-a-play.html
• Drama games for teens: https://www.dramanotebook.com/drama-games/
• Climate change information from NASA: http://climate.nasa.gov/
• Climate change information from the Environmental Protection Agency:
http://www3.epa.gov/climatechange/
Contact
• This curriculum was developed by students at Skidmore College: Maddi Freundlich ’17 and
Nick Graver ’16. They can be contacted at mfreundl@skidmore.edu and
ngraver@skidmore.edu respectively.