Amazing Women Guided Reading scripts (group readers/Readers Theater) These 5 plays (6 speakers each) plus quizzes start by taking a look at Amazing Women from across the world and across the centuries, and then focuses on the part played by women in shaping America's history - fighting for a voice both in society and politics. Reading time for each play is around 10 minutes. There are also quizzes - one for each, varying from 25 to 50 questions. 1.Amazing Women From Across the World: 15th - 20th century Speakers: Interviewer Elizabeth I Catherine the Great Indira Gandhi Eleanor Roosevelt Joan of Arc Sample Text: Eleanor: Well, thank you. Though I did just what I felt was right. Catherine: And you will go down in history as being a shining beacon of light. Course, that's what some of us set out to do - but things just didn't quite work out that way. 2. Amazing Women From Across the World: 20th Century Speakers: Mother Theresa Helen Keller (Helen) Anne Frank (Anne) Marie Curie (Marie) Princess Diana (Di) Margaret Thatcher (Maggie) 3. Amazing Women in the American Women's Suffrage Movement Speakers: Interviewer Elizabeth Cady Stanton Lucy Stone Carrie Chapman Catt Jeanette Rankin Alice Paul 4. Amazing Women in the American Civil Rights Movement Speakers: Interviewer Sojourner Truth Harriet Tubman Ida Wells Fannie Lou Townsend Hamer Rosa Parks 5. Amazing First Ladies 31-35 Speakers: Interviewer Jacqueline Bouvier Kennedy Wife of John F. Kennedy Claudia Taylor Johnson Wife of Lyndon B. Johnson Pat Ryan Nixon Wife of Richard Nixon Betty Bloomer Ford Wife of Gerald Ford Rosalynn Smith Carter Wife of Jimmy Carter

American Heroes Guided Reading Scripts This set of 5 plays (6 speakers each) and 5 quizzes dips into the lives of 30 American heroes and heroines - from the American War of Independence, Underground Railway, world of science, different walks of life such as entertainment and including children, and great Native Americans - all of whom strove against massive odds, and came out on top - an inspiration to us all. • Heroes of the American War of Independence Speakers: George Washington Samuel Adams John Adams Thomas Paine Benjamin Franklin Paul Revere • Heroes of the Underground Railroad Speakers: Ex-Slaves: Harriet Tubman, Frederick Douglas and Josiah Henson White Abolitionists: Laura Haviland, Levi Coffin and Thomas Garret • Native American Heroes Speakers: Sitting Bull (Sioux leader) Geronimo (Apache warrior) Chief Joseph (Nez Perce leader) Tecumseh (Shawnee leader) Pocahontas (daughter of Chief Powhatan) Sacagawea (‘guide' on Lewis & Clark's trans-continent expedition) • Heroes in Science Speakers: Neil Armstrong (astronaut: first man to walk on the moon) Christa McAuliffe (teacher and astronaut) Albert Einstein (one of the world's greatest ever geniuses) Jonas Salk (developed Polio vaccine) Mary Edwards Walker (first female surgeon in U.S. army) Rachel Carson (great environmentalist) • Heroes from Different Walks of Life: Adults from the World of Entertainment - Children - and a Folk Legend Speakers Jackie Robinson (Baseball) Steven Spielberg (Movies) Elvis Presley (Music) Mattie Stepanek (Child poet) Samantha Smith (Child peacemaker) John Chapman (Folk legend) Sample Text Play 1 Heroes of the American War of Independence Paine: But what always struck me about this learned gentleman - right from the very first time I met him in England - was his tremendous sense of humor! Revere: Here! Here! I remember telling the missus, after she'd invited some friends to stay "Fish and visitors smell after three days"! And because these were Franklin's words, she threw them out the next day!

Early Colonial Times Class Play or Guided Reading Scripts What could be worse than working all day on your play scripts - and then up all night getting an earful from your characters - telling you what you should have written? Those early colonists certainly weren't reluctant to share their views - especially if that entailed telling their creator his lines were rubbish! The only way to shut these good folk up was to let them have their say - however long it took - even if their idea of setting the record straight was strictly off the record! And so we have 5 sleepless nights -a mild form of torture for our poor playwright but great for us - learning all about: 1. Colonial homes 2. Weaving and spinning 3. Candle and soap making 4. Recreation 5. Religion (including education and punishment) This Reader's Theater Class Play can be read either as a class of 30 or 25, in groups of 6 speakers; or just by a group (of 6), keeping the same characters throughout. Sample Text 1.Colonial Homes Speakers: Playwright Mother Mrs. Smith Father Mr. Smith Son Adam (10 years old) Daughter Abigail (8 years old) Grandma Granny Mrs. Smith: (Sighing) Ah! It doesn't seem like yesterday that you were in those long petticoats! Adam: (Hissing) Mother, please! Granny: Oh let her be, Adam. Us mums always like reminiscing! Mr. Smith: Though you seem to conveniently forget all that howling that came with having babies around! Abigail: (Snorting) Just exercising our lungs! Adam: That's right! Us babies weren't meant to feel any pain! Granny: And so you got ignored! Quite right too! Adam: (Sarcastically) Oh Granny, you're all heart! Granny: Well, you had your ‘puddings'! Playwright: (Yawning) I thought we'd covered meal times! Mrs Smith: (Snorting) So much for thorough historical research! No, she means the padded caps babies wore to protect their heads. And they certainly needed protecting, the amount of falling over they did! Playwright: So why did you dress them up in those ridiculous long gowns? How were they ever meant to crawl about in those things?

Events Leading up to the American War of Independence Class Play This Class Play, on the Events Leading up to the American War of Independence, based on a class of 30, is divided up into THREE sections, with parts allocated as follows: 1. Half the class allocated parts for the first section (Boston Massacre - 15 speakers) 2. Half the class allocated parts for the second section (Boston Tea Party - 15 speakers) 3. The whole class given a final set of parts for the third (Lexington and Concord - 30 speakers) Redcoat Rap is included with this script as an optional extra - to be recited at the beginning or end of this play. Suitable for upper elementary/middle schools. Sample Text (Child walks across stage with The Boston Massacre March 5th 1770 banner) Narrator: It was the night of March 5th 1770. Private Hugh White was on guard duty outside the Custom House in Boston. He was soon joined by a group of jeering boys who didn't seem to mind the extreme cold. (Enter Boys 1, 2, 3 and 4 taunting guard on duty, Private Hugh White) Boy 1: Just look at him, waltzing up and down, in his fine uniform! Boy 2: Anyone would think he had nothing better to do! White: I suggest you find something better to do! Be off! Boy 3: Ooh! Is that a threat, Mr. Lobsterback? White: You mind your tongue, young man, or .. Boy 4: Or what, Mr. Redcoat? Or what? White: Don't push your luck, sonny! Boy 1: What you gonna do? Boy 2: You wouldn't go firing on innocent civilians now, would you? Boy 3: That sure would get you into heaps of trouble. Boy 4: Us being mere boys Boy 1: And unarmed. So, looks like you're stuck! White: I wouldn't bet on it. You come another step nearer and you'll be sorry. Boy 2: He's bluffing! White: You reckon?

The Mayflower Set of Guided Reading Scripts or Class Play Includes Poem – The Mayflower – written by Sue Russell From Scrooby, to Amsterdam, to Leyden, to Plymouth in the ‘New World' - hardly the most direct route those Pilgrims could have taken (did they not have Satellite Navigation Systems in those days?!)And it was hardly ‘plain sailing' all the way when they got there - disease, harsh environment, terrible weather - certainly a disappointment for anyone out for a holiday! But after such unpromising beginnings, great things developed -including friendship with the locals, defying all fears previously harbored; and a great Thanksgiving tradition born (minus the turkeys and cranberries - let's try to stick to the facts here!) This Class Play, written to Readers Theater format, is written in 5 parts: 1. Background 2. Mayflower Voyage 3. First Sight of Land 4. First Winter and Spring 5. First Thanksgiving with 6 speakers for each part. The play can be used either within the classroom, reading out loud in groups of 6; or as a ‘performance' with the optional inclusion of music and a ‘Mayflower Song'. Sample Text 1.Background Speakers: Narrator William Brewster (Became religious leader of Plymouth settlement) William Bradford (Became second governor of settlement - for 36 years) Dorothy Bradford (Wife of William) Richard Clyfton (Preacher - stayed in Amsterdam) John Robinson (Teacher - stayed at Leyden) Narrator: Our story begins in the year 1606 - in the tiny English village of Scrooby. Dorothy: Are you men still sitting around talking? Bradford: Indeed we are! Robinson: We have so much to discuss, before we depart these fair shores - for Holland. Dorothy: Are you sure it is necessary for us to make this move? Clyfton: If it wasn't, we certainly wouldn't be doing it. Dorothy: I mean, all that upheaval and disruption to our lives and our children's .. Brewster: We understand just how you feel. But we have no choice. Bradford: If we stay here we will continue to be persecuted Clyfton: And for what? What is our crime? Robinson: Only that of wanting a simpler form of worship Clyfton: One that doesn't require there to be a priest between us and God. Extract from ‘Mayflower Song' (set to Bobby Shafto tune) Just the Mayflower fit to sail Things went fine until that gale Then directions them did fail And sent them too far northward.

Eurovision Song Contest Assembly or Class Play updated to 2018 Maybe this year – a few more points for Grande Bretagne?! It's that time of year again! Get ready for the funniest show on earth! (Does anyone really take it seriously?!) This assembly gives a quick chronological run through past winners ... and losers! How can, for example, the UK get it so right ... and yet so desperately wrong! A light hearted coverage of all UK winning songs (and runners up) plus such greats as Abba. The song list is memorable - for all the right reasons! Cast size 30 - easily adaptable up or down. Duration: 15 - 30 minutes (depending on number of songs chosen) Sample Text Music 8 Waterloo – Abba (Whole cast plus ‘Abba representative sings song) Narrator: Wow! What a hit that was! It certainly launched Abba into a glittering rock career! Rock Star (‘Cliff’) (Grumbling) And as if it wasn’t bad enough - our beautiful Olivia Newton John being pipped to the post. Then it happens again the following year – this time to my mates The Shadows! Music 9 Let Me Be the One – The Shadows (Whole cast singing brief excerpt from song) (Judge charging back onto stage) Narrator: (Testily) You again! Judge: But they didn’t win! I thought this line up was meant to be just for winners! Narrator: (Outraged) What? And miss some of the best music? Never! (Turning to cast) Are we agreed? Whole Cast: (Blowing kisses at Narrator) Oh yes! Peace and happiness! We love you! Music 10 Save Your Kisses for Me – Brotherhood of Man (Whole cast plus Narrator sing this song) Narrator: (Sighing) Ah! 1976! Another great win for the United Kingdom!

Salem Witch Trials Guided Reading Scripts 5 plays (6 speakers each) and 5 quizzes Boredom, over-active imaginations and a certain flair for amateur dramatics - all fatally combined to produce one of the cruellest travesties of justice in U.S. history. 19 hangings of complete innocents, labelled as witches ... by children. Who, or what, was to blame? Sift through some very suspect evidence and draw your own conclusions, from this set of guided reading play scripts, covering the course of those infamous events. Play 1 First Accusations Play 2 The First Hanging (June 10th) Play 3 Second and Third Hanging (July 19 and August 19) Play 4 Fourth Hanging (September 22nd) Play 5 History's Verdict - Who was to blame? Sample Text Betty: That's right, papa! We would never lie to you! Abigail: We were good girls! Sarah Good: And I wasn't? Good by name and good by nature, that was me - until you and your friends blackened my reputation. Rev. Parris: Not so hard, from what I can remember! Begging in the streets! Betty: And muttering threats whenever she was turned away! Sarah Good: According to you, a mere child! Whoever heard of taking a 9 year old's word against an adult's? Sarah Osborne: And a bored 9 year old at that, with nothing better to do than spread trouble. Tituba: What an imagination! Nearly as vivid as those tales from the Caribbean I told! Abigail: We certainly were a ‘captive audience'. Rev. Parris: My poor girls! In the power of those wicked witches! If you could have seen them .. Sarah Good: Squirming and screaming! Sarah Osborne: Barking and howling! Oh we saw them all right - along with everyone else in those crowded trial rooms! Tituba: What a performance! A few centuries on and you'd have got yourselves an Oscar!

Midsummer Night’s Dream Assembly or Class Play This version of A Midsummer Night's Dream is directed, as a school assembly, by William Shakespeare's own son, Hamnet. Written for cast of 16-30, running time approx. 40 minutes, this play follows the original plot, but has some interesting twists along the way. And as if four confused lovers isn't enough to contend with on stage plus some very non-cooperative fairies - our poor director, Hamnet also has his playwright father to deal with! Sample Text Helena: You are teasing me! You still love Hermia! Lysander: How can you say such a thing? How I do repent, the tedious minutes I with her have spent! Helena: Lysander! This is not the time for bad poetry! Stop your teasing now! Lysander: But why would I not change a raven for a dove? Please, Helena! Come with me now! Let us leave hideous Hermia! Believe me (looking over at the snorting Hermia), you'd be doing me a big favor! Helena: (Sarcastically) So romantic! Men! Who'd have them? (Helena storms off) Lysander: Hmm. I can see I may need another trip to that Charm School! (Turning to Hermia) I've hung around with this one quite long enough. What did I ever see in her? What a sight! I'm off to honor Helena and to be her knight! (Exit) (Hermia wakes, screaming, from a nightmare) Hermia: Lysander! Help me! My worst nightmare ... (Frantically searching through suitcase) Please don't say I've left my make-up bag behind? Other Shakespeare scripts written by Sue Russell: Assemblies: • Macbeth • Different Midsummer Night’s Dream alternative ‘Nightmare’ versions! • Romeo & Juliet – Valentines Assembly • Romeo & Juliet in Love … Well, weren’t they? Guided Reading scripts: • Shakespeare Plays (8 mini condensed versions) • Set of 4 alternative Shakespeare scripts - Hamlet, Macbeth, Midsummer Night's Dream and Romeo & Juliet (incl. detailed synopses and lesson plans) • Alternative Hamlet script plus lesson plan • Alternative Macbeth script plus lesson plan • Alternative Midsummer Night's Dream script plus lesson plan • Alternative Romeo & Juliet script plus lesson plan Alternative fairy tales – Cinderella and Sleeping Beauty – which are in the PSHE section of the website. Plus • Take a Book – Different Genres of Writing Assembly • Great British Writers Assembly. This short small cast assembly - 6 speakers (with adaptations for whole class) focuses on the writers *Roald Dahl, C.S. Lewis, A.A. Milne, Lewis Carroll and J.K. Rowling and their books. • Roald Dahl Assembly

Second World War Guided Reading Scripts (World War II Assembly also available plus collection of scripts on the First World War including one on Remembrance Sunday) 5 plays (6 speakers each) and 5 quizzes Play 1- Background Speakers: Winston Churchill, Neville Chamberlain, Hitler, British Child, German Child, Jewish Child Churchill: And who was the master mind behind it? Chamberlain: Why Hitler, of course! Hitler: But only because you sat back and let me. How feeble you were! Why did you think I started building up the German armed forces? I started my war preparations way back in 1933. You had plenty of time to stop me before we all went to war in 1939! British child: OK, so he misread the signs! German child: I'd say it was more a case of weakness! Not like our leader - he didn't need anyone's permission. He just got on with it. Jewish child: He did that all right! He didn't waste any time trying to wipe out a whole race! Play 2 The Course of War 1939-45 Speakers: Neville Chamberlain, Adolf Hitler, Winston Churchill, Stalin, Roosevelt, Emperor Hirohito of Japan Roosevelt: Brave words. But you took a huge risk, you Brits, going it alone. Stalin: Yes, it wasn't long before France was defeated, joining the rest of Europe in Nazi occupation. Churchill: Well, Germany did only have 2 true friends - Italy and Japan, making up the Axis Powers. Play 3 Evacuation Speakers: Evacuee 1, 2, 3, 4, 5 & 6 Evacuee 6: And then being lined up just like animals at an auction! Evacuee 1: Course, the smart rich city kids were the first to be chosen. Evacuee 2: And guess who was the last? Just because I wasn't catwalk material! Play 4 The Blitz - Air Raid Speakers: Air Raid Warden, Mother, Father, Grandad, Child 1 & 2 Air Raid Warden (sighing): I can tell tonight's going to be a very long one! You come with me, Grandad, and I'll take you to the best party in town! Grandad: Now that's more like it! Why didn't you say? Will there be anybody else there? Air Raid Warden: Just a few! Around 200,000 - is that enough for you? Grandad: You mean a rave! Ooh yes! With lots of dancing? Play 5 War-time Life Speakers: Mother, Father, Child, Sailor, Wren, Anne Frank Father: And fat was something you were very unlikely to be! But hey! We were all in the same boat! Sailor: Not with me, you weren't. You thought you had it tough. Huh! You should have tried being at sea. Wren: I did! In the Women's Royal Naval Service. Forget the seagulls! Us wrens were far more highly trained!

Second World War School Assembly or Class Play What was the Blitz? What was it like to be an evacuee? What did Morrisons have to do with bomb shelters? Why did Americans call the first 6 months the ‘phoney war’? (Also available, set of 5 guided reading play scripts, with quizzes - Background/Beginnings of War, The Course of the War, Evacuation, the Blitz and War-time Life/Rationing; plus a collection of First World War scripts - Remembrance Day Assembly, First World War Assembly and First World War Poets Assembly) SAMPLE TEXT Second World War or World War II Assembly Evacuee 5: I was lucky. Although I got separated from my brother, I was looked after by a very kind couple .. and didn’t want to go back to the grimy old city I’d left. Evacuee 1:I was so home sick. But my Mum said she could only visit once a month. Evacuee 2: I wanted to go home too. But it was for our own safety. (All walk off. Sound of bombs and air raid siren. Air Raid Warden rushes on). Warden: (grabbing child): Quick! It’s an air raid! If you’re not quick, you’re dead! Get yourself into a shelter now! Narrator: Yes, once those sirens went on, you really didn’t want to be out in the open. Best be (pointing at 2 adults and 2 children under table) snuggled together, indoors, under your Morrisons Shelter. Mum (brandishing Morrisons bag). Two for one, this week only! ________________________________________ TEACHING ‘COVERAGE’ 6. Unit 9 Second World War Assembly (i) Whose was to blame? (ii) Timeline: 1914 – 1945 - Origins in First World War - Chamberlain’s Appeasement Policy - Fates of different countries - Battle of Britain - Blitz - V.E. Day - Hiroshima/Nagasaki - V.J. Day (iii) Who was involved (location on map) (iv) Evacuees (v) Air Raids/Shelters (vi) Recreation (vii) Rationing (viii) Role of Army, RAF and Navy (ix) Women’s role (x) Anne Frank (xi) Remembrance Sunday (In Flanders Fields) (xii) Today’s World Situation (United Nations) (xiii) Lessons learnt. MUSIC 1. Land of Hope and Glory 2. Run rabbit, run rabbit, run run run 3. Dad's Army theme 4. Pack up your troubles 5. Imagine -John Lennon

Islam Assembly or Class Play Cast of 30 - easily adapted up or down Duration - around 10 minutes reading time, not including music at beginning and end This assembly on the Islamic faith tells the story of Muhammed and gives a brief outline of Islamic beliefs. It is delivered by a Narrator plus speakers numbered 1 - 29. This script would be a useful supplement to the Baghdad: Early Islamic Civilisation script - as a description of Islam as a religion - with accompanying message of peace and respect for all learning. Sample Text: Narrator: Good morning and welcome to our assembly on Islam. Let’s start with what Islam means. Child 1: Islam is the Arabic word for submission. Narrator: I’m guessing, submission to a god? Child 2: One god – Allah! Narrator: And the origins of this religion? Child 3: The religion started AD 610 when Muhammed heard the word of God through the Arch Angel Gabriel. Narrator: And where was this? (Child 3 holds up map of the world) Child 4: (Pointing to Saudi Arabia) Here, in Saudi Arabia, in the city of Mecca. Narrator: And this Muhammed – tell us a bit about him. Child 5: He was born AD 570, at Mecca. Child 6: His family were very poor and he was orphaned at an early age. Child 7: However, he became rich as a caravan leader Narrator: (Looking puzzled) Why would you need to lead a caravan? Don’t you just pull them behind your car? Child 8: No, not that kind of caravan. These were camels, led across the trade routes, carrying goods to be sold at market. Narrator: Aha! Camel caravans! Now I get you! Back to Muhammed! Also available from Sue Russell: An assembly on the Baghdad Early Islamic Civilisation & Baghdad Early Islamic Civilisation Guided Reading Scripts: 5 scripts, 6 speakers each, plus quiz for each script. Approximately 5 minutes reading time for each (not including the quiz) 1. When? 2. Where? 3. The Story of Muhammed 4. Beliefs of Islam 5. World Religions

Baghdad Early Islamic Civilisation Guided Reading Scripts 5 scripts, 6 speakers each, plus quiz for each script. Approximately 5 minutes reading time for each (not including the quiz) 1. When? 2. Where? 3. The Story of Muhammed 4. Beliefs of Islam 5. World Religions An assembly on the Baghdad Early Islamic Civilisation is also available from Sue Russell plus An Assembly on Islam which tells the story of Muhammed and gives a brief outline of Islamic beliefs Sample Text Script 1: When? Narrator: So. When does the story begin? Child 1: Well, I suppose you could say it started with Muhammed. Child 2: He was, after all, the founder of Islam. Narrator: Dates? Child 3: Muhammed was born around 570 AD. Child 4: Islam began in 610 AD when Muhammed became Allah’s messenger Child 5: His prophet. Narrator: And what was his mission? Child 5: To deliver the Qur’an or the Word of God. Narrator: Aha! So that was how Islam began. Now let’s talk about how it spread. Child 1: Well, Muhammed himself died in 632 AD Child 2: But his followers continued to spread the message of Islam. Narrator: You mean, Muslims? Child 3: Correct. And today there are over one thousand million! Narrator: But let’s not gloss over the history that quickly! I want to hear all about that Golden Age! Child 4: Ah! You mean up until the 14th century? Child 5: Yes. Shame about those Mongol invaders, destroying pretty much everything they could lay their hands on. Child 1: Which included that amazing city of Baghdad!

Baghdad Early Islamic Civilization Assembly Cast size: 30 - easily adaptable up or down as, besides the Narrator, the speaking parts are just numbered 1 - 29. Duration: Around 15 minutes reading time (not including music suggestions) This assembly is intended as a celebration of learning and toleration. And it is to this end that the focus is on the work of the individual scholars, working in unison in Baghdad, during this Golden Age. Included is a brief comparison of ‘East and West’– comparing London and Baghdad. Also available from Sue Russell: • Baghdad Early Islamic Civilisation Guided Reading Scripts 5 scripts, 6 speakers each, plus quiz for each script. Approximately 5 minutes reading time for each (not including the quiz) 1. When? 2. Where? 3. The Story of Muhammed 4. Beliefs of Islam 5. World Religions And • An Assembly on Islam which tells the story of Muhammed and gives a brief outline of Islamic beliefs Sample Text: Music 1 Golden Years – David Bowie; or Imagine – John Lennon (Children file in, taking places along two rows of 15, facing the audience) Narrator: Good morning and welcome to our assembly on Whole cast: (Together) Baghdad and Early Islamic Civilisation (Child 1, 2 and 3 stand up with 3 banners: Golden Age, Learning and Tolerance) Narrator: Aha! And when was this Golden Age? Child 1: It was between the seventh and thirteenth centuries. That is, around six to twelve hundred A.D. Narrator: That’s a long time (looking towards Child 2 and 3) to be learned and tolerant! Child 4: Oh. You’d be surprised what mankind is capable of when the conditions are right! Narrator: (Looking at cast) Well. I think we need to find out what these ‘conditions’ were, don’t you? (Narrator ushers Child 2 and 3 with banners Learning and Tolerance to front of ‘stage’) After all, aren’t Learning (Child 2 waves banner) And Tolerance Child 3 waves banner) Two of the most important ingredients to a happy and stable society? Child 4: And a happy and stable school! Child 5: Yes, we (gesturing to cast) have all learned a huge amount about the importance of Learning and Tolerance Child 6: Just by doing this assembly! Narrator: How so? Child 7: Well, we’ve learned all about this amazing civilisation that we knew nothing about before Child 8: And we’ve learned how it actually was, and is, possible to work together for the greater good.

The Anglo-Saxon Guided Reading Scripts 5 plays (6 speakers each) and 5 quizzes Also available as an assembly or class play Play 1 Introduction King Arthur: I'll say! All we wanted in 410 A.D. was a ‘quick fix'. Guthrum: Funny how raiding, invading and then conquering often end up with settling. Vikings did that too! Asser: How true! The Anglo-Saxons started their raiding in 350 A.D. Then started invading in 430 A.D. and then settled themselves in Britain just 20 years later! Play 2 Anglo-Saxon Life Freya: Now, now dear! Don't be too harsh. They're a bit simple, this lot. I mean, just look at where they live! Thor: Yes, in a wooden house, with an open fire in the middle Freya: And no chimney! No wonder they stink of smoke! Play 3 Sutton Hoo Discovery Raedwald: And didn't you have a dream - about a funeral procession and treasures? Edith Pretty: Funny you should say that! Yes, I did! How do you know about that? Raedwald: Well, I was in it! I was getting tired of watching you and your son counting the rabbits on those burial mounds, every day! I kept thinking, when are they going to realise what riches they're standing on! Play 4 Beowulf King Hroogar: right party pooper! Just because you're too miserable to enjoy a bit of singing and dancing! Grendel: Woken from my sleep by your partying! No wonder I was driven to murder! Beowulf: But to go and kill those warriors, while they were sleeping! What cowardice! King Hroogar: And then to eat them! Grendel: How yummy! Now, if you'll excuse me! I'm off for a nap - let this lot digest before I come back for more! Play 5 Arthur and the Knights of the Round Table Merlin: And those emblems around your necks? Guinevere: To remind them to lead pure lives, always seeking the very best, on the path of the Holy Grail - that symbol of God's grace. Arthur: Yes, that was the cross. But haven't you forgotten the red dragon and what that stood for? Lancelot? Lancelot: You mean serving my king? Well I did that on the battlefield. It just slipped my mind at other times. Arthur: Yes, like when you were near my wife!

Anglo-Saxon School Assembly or Class Play Cast Size - 30 - easily adapted up or down. Approximate duration: Around 15 to 20 minutes. Ever wondered about the origins of your birth place? Why is it something-ton and not something-ham? Or why archaeologists get so excited over some old clay pots …or nails? Also available set of 5 guided reading play scripts plus quizzes - Introduction, Anglo-Saxon Life, Sutton Hoo Discovery, Beowulf, and Arthur and the Knights of the Round Table SAMPLE TEXT Arch 1: Look at this! Phosphate remains. That means there must have been a body here when the ship was buried…so this was actually a grave! Arch 2: And with all this treasure we’ve found, the person buried here must have been important! 4. GHOSTBUSTERS THEME MUSIC (Ghosthunters team rush on, searching for ghost) Narrator: Wait a minute! Wait a minute! Who called you lot? Ghosthunter 1: Haven’t you heard? There’s a ghost on the loose! Goes by the name of Raewald, King of East Anglia. Died about 625 AD but forgot to take his Kwells (holds up packet of sea sickness tablets) before being buried with his ship. Ghosthunter 2: Yes, it’s all very fine having all this gold and silver …but not much good to you if you’re prone to a bit of the ol’ sea sickness. Ghosthunter 3: We’re here to give him his tablets so he can at last …Rest In Peace. Narrator: Could I suggest you’d stand a better chance of catching this sea-sick ghost if you were a little quieter (beckoning them all off stage). Wait here! TEACHING ‘COVERAGE’ Unit 6B Anglo-Saxon Assembly (i) Where Anglo-Saxons came from (ii) Timeline: 410 AD – 1066 (iii) Alfred the Great (iv) Runic’ alphabet (v) Origins of our days of the week (vi) Place names – Anglo Saxon origins (vii) Living conditions (viii) Sutton Hoo: archaeological finds and background

Dinosaurs Guided Reading Scripts 5 plays (6 speakers each) with quizzes Also available: Dinosaurs Rock Assembly or Class Play Sample Texts Play 1 ‘Favourites' Steg: Hmm. Not blindingly obvious! But then I'm not famous for my brains! T. Rex: No. That goes for a lot of you ‘tiny headed' plant eaters! Dippie: Nothing wrong with having a brain the size of a walnut! Brachie: Here! Here! But what was your other name, Steg? I don't think you got round to telling us. Steg: Er, um. T.Rex: Let me help! It's ‘covered lizard' or ‘roof lizzard'. Steg: Ah yes! That's it! And of course I have that name because .... Er... um.. Try: Oh come on, Steg! Try a little harder! Steg: All right, Mister Try, Try and Try-again-ceratops! Play 2 The Biggest! (Earth shaking) Cecil: Whoa! Sorry everyone! That happens every time I move! Chicken: Then please don't! It's really scary for one as small as me! Car: Chicken! You'd better toughen up if you're gonna stick around with us big boys! Mam: Yeah! Better be careful we don't trip over this one! Chicken: I might be small but I could win a running race against you lot - hands down! Cecil: Well, if it came to feet down, you'd be well and truly squashed under me! Thebiggest! Mam: And without wishing to stick my neck out .... Guess what I'm most famous for? Gig: Nothing to do with having the longest neck ever, I don't suppose? Play 3 The Deadliest Deinonychus: Certainly could! Size isn't everything, you know! I probably had the deadliest reputation out of all of you! Allosaurus: When you were hunting in packs you were unstoppable. Deinonychus: Indeed. I was the supreme pack hunter! I had no enemies. Not surprising with a name like ‘Terrible Claw'! My very own flick knife! Play 4 Head Bangers! 2-Ridge: So, I'm guessing we're not all heading for the nearest beauty pageant! Dome-head: I'm not ashamed of my ...(pauses) slightly unusual looks! Long-crest: Nor me! We should be proud of our crests and lumps and bumps! Helmet-head: Right on! We've got nothing to hide .. Trumpet-head: Not even under that helmet?! Helmet-head: Or what about up your trumpet? Play 5 Flyers and Swimmers Pteranodon: (Sniffing) There's something very fishy going on here. Pterodactylus: That's it! We're all - or nearly all - fish-eaters! Mosasaurus: Though I wasn't fussy! I'd eat anything! Elasmosaurus: You certainly had the jaws for it! I guess you just swam along with them wide open!

Dinosaurs Rock Assembly or Class Play Ever wondered which dinosaur was the *biggest, the smallest, the most heavily armoured, the brightest, the fastest, the deadliest, the weirdest ..... Read on and find out! Cast of 30 - easily adaptable up or down Duration - around 10 minutes not including music Also available, set of guided reading dinosaur scripts Sample Text Music 2 - We Will Rock You - Queen (Enter Seismosaurus, Mamenchisaurus, Giganotosaurus, Spinosaurus, and Carcharodontosaurus) (Everyone shaking in seats) Narrator: What's happening? Is it an earthquake? Seismosaurus: Sorry! That would be me! I'll try not to move - all 120 feet of me! They don't call me ‘earth-shaking lizard' for nothing! Mamenchisaurus: But when you've got necks as long as us, you really don't need to move that far! My neck alone was 46 feet long! Gigantosaurus: And I, Gigantosaurus, was the daddy of the meat-eaters! All 8,000 kilograms of me! Carcharondontaurus: And I sure had a mean pair of ‘choppers' - no prizes for guessing where my name ‘shark-tooth lizard' came from! Spinosaurus: Well, take a look at my jaws! I, Spinosaurus, was called spiny lizard because of these spines on my back, but nobody was going to argue with these (snapping crocodile-like jaws, open and shut) For optional poetry addition see The Dinosaurs That Time Forgot by David Harmer and Paul Cookson. Writer, Sue Russell, has included information from recent discovery of 'the largest' as per Telegraph article "Giant of giants rises from the desert" May 18 2014

Seaside Assembly Key Stage I - based on Unit 4 Geography: Going to the Seaside and *Unit 3 History: What were seaside holidays like in the past? Cast of 30: Teacher, Class plus 'helpers' - in case of Grandpa Brown, not entirely clear who is helping who! Duration: Around 15 - 20 minutes including music suggestions. This assembly takes us from the classroom, onto the coach, to the seaside - and back again! Granny and Grandpa Brown provide us with some insights into 'trips to the seaside in their time'. And there is the usual smattering of great songs ... and extremely bad jokes! If you're planning a trip to the seaside, jump on board this one for some useful tips! Sample Text: Child 17 (boy): Sharks! (Some of the girls start screaming) Teacher: Stop! Enough, boys! (To girls) They’re just teasing! Nothing for you to worry about! And you won’t be going anywhere near the sea anyway. Why is that? Child 18: Coz it’s too cold, this time of year, Sir? Child 19: Coz you forgot your swimming trunks, Sir? Teacher: (Impatiently) No, no. Nothing like that! Think ‘safety’, children! Child 20: There could be nasty strong currents, sir! Grandpa Brown: Currants? Mmm! And raisins? Oh, yes please. I am feeling a little peckish! Teacher: (Clutching head in exasperation) No, currents as in moving water! (To Child 20) You’re right! We have to be careful not to go in the water Child 21: Because of sharks? (Girls start screaming again) Teacher: No, no, no! No sharks! We’ll be staying on the beach

India Assembly Cast of 30 - easily adaptable up or down Duration - minimum 10 minutes reading time - this, as explained in Production Notes, could be increased to 30 minutes plus The cast (should that be caste?!) of this Indian Assembly or Class Play is anything but equal with the appearance of three gods - two with 4 arms and the other with 4 heads - which one is the narrator supposed to address? Just one of the many problems facing our narrator - the main one being sheer volume of music, colour, joy and .. well everything that makes India such a vibrant country! Sample Text: Music 2 (Shiva dances across ‘the stage’) (Narrator tries to stop him but is confused by the number of arms – four) Narrator: Er, em, excuse me … but who are you and what are you doing? Shiva: What am I doing? Isn’t it obvious? I’m dancing, of course! Narrator: Well, I think we can all see that. But who are you? Shiva: (Exploding) Who am I? Who am I? Narrator: Well, if you put it like that – yes, who are you? (Whole cast gasps in horror) (Child 7 goes over to Narrator) Child 7: (Aside) Surely you know who this is? Narrator: (Irritably) Well, do you really think I’d be asking if I did? Child 7: It’s Shiva – the Destroyer! (Narrator gasps) Narrator: Oh no! Not that god with the power of life and death? Child 7: That’s the one! Narrator: (To Shiva) Oh I am most dreadfully sorry! I had no idea that it was you, Shiva! Shiva: Oh I’ll forgive you! I guess I do look (waving arms around) pretty ‘armless! Narrator: Well, I wouldn’t say that! I mean, I think I counted … four arms? Shiva: Oh that’s nothing! When you compare it with number of names I have! Narrator: And they are? (Holds up fingers to start counting on) Now, let’s see. Starting with Shiva … Shiva: Er, I don’t think we have time to run through the others – there are over one thousand of them! This is one of several assemblies written by Sue Russell on different countries. Others include England, Scotland, Wales, Great Britain, Holland, Australia, France, Spain, Malta and India plus ‘Around the World in 20 Minutes’. Other Indian scripts: Divali and the Story of Rama & Sita (as a play within a play - a little like Midsummer Night’s Dream!) plus scripts on Gandhi and on the Indus Valley Civilisation.

Australian Assembly In celebration of Australia Day - joint narration by Pom and Swagman - an interesting mix of language and culture! tapping into this great country's history, geography and culture. Cast Size 24 but easily adjustable up or down (information can be split up between several more children taking cast size to 30) Duration Around 10 minutes reading time – this does not include music suggestions and ‘song performances’ Following is a review from publisher contact: A short play giving a lot of information about the land down under: some history, some wildlife, some music and some facts and figures to round it all out. This is another well-presented assembly from Sue Russell. There is the usual large cast size to accommodate a class group, with the many, small parts offset by having the two main characters who are onstage for the majority of the production. There are regular musical interludes to add interest, and any passages that contain recitation of facts, figures or histories are balanced by changing the speakers or having the characters react – I particularly liked the Swagman complaining there was too much dry information. To conclude: a bright, fast overview of a big, big country and a good introduction to a school topic. Sample Text Narrator: Good morning and welcome to our assembly on Australia. (Swagman strolls nonchalantly onto stage, looking around and ‘sizing' everyone up, before going over to Narrator, who is eyeing him cautiously) Swagman: G'day, mate! So what's all this about? Narrator: (Politely) Begging your pardon .. Swagman: (Interrupting) Ah! A Pom! Now how did I guess? Narrator: (Defensively) Something to do with me speaking the Queen's English? And as one of her loyal servants Swagman: (Interrupting) Don't tell me! You're gonna tell all these good folks about life ‘Down Under'? Well, allow me to help out a little. (Turning to Cast) What says you to us livening things up a little around here? (Whole cast nods enthusiastically, relaxing former ‘standing on ceremony' posture) (Swagman walks over to CD player and turns on ‘Down Under' - chorus, children singing and dancing, whilst Narrator looks on in horror) Music 2 - Down Under by Men at Work Narrator: (To Cast) Cut! (To Swagman, irately) Hey! Just what do you think you are doing? I'm in charge here! Swagman: No worries, mate! No need to chuck a wobbly! I was only trying to help. (Pointing to Cast) These guys and Sheilas just looked like they'd enjoy a little taste of the real Oz. Narrator: What? As delivered by a .. by a ... Swagman: Swagman, that's me! And here (taking off bag from his back) .. Meet Matilda!