Fairy Tales Assembly for Key Stage I (Numerous alternative fairy tale plays available for Key Stage II) This assembly or class play is based upon the following fairy tales: · Sleeping Beauty · Cinderella · Snow White and the Seven Dwarfs · The Three Little Pigs · Goldilocks and the Three Bears Cast of 30 (easily adaptable up or down) Duration Around 10 minutes reading time (without inclusion of music suggestions) Quite an eye-opener this one - for our narrator, at least! It would seem you really can’t judge a book by its cover - well, certainly not when you're dealing with these fairy tale characters! Sample Text: Music 6 Who’s Afraid of the Big Bad Wolf (Wolf suddenly jumps out from hiding, bringing cheerful singing to an abrupt halt) Wolf: (Grinning) Ha! Not so full of yourselves now, huh? Little Pig 1: (Hiding behind Little Pig 3) You don’t frighten me! Little Pig 2: (Hiding behind Little Pig 3) You can’t bully us! Wolf: (Laughing) Oh really? (Wolf lets out a huge growl and all three little pigs ‘run for their lives’) Wolf: (Laughing) Whose afraid now? Narrator: Now, that really wasn’t very nice of you! Wolf: (Repeating, incredulously) Nice of me? Whoever heard of a nice Big Bad Wolf? Narrator: But you’re not really big and bad, are you? Wolf: Of course not! But (pointing to the audience) I have to keep this lot happy, don’t I? Narrator: You mean, being big and bad is what is expected of you? Wolf: Of course! It’s all an act! Narrator: (Clapping) Well, you’re very convincing! And (looking at audience) I for one am mighty relieved he’s not as bad as you all think he is! (Wolf shakes hands with narrator, growls savagely at audience, and exits) Narrator: Ah! I do so love happy endings! Me still being alive, that is!

The Wonderful Wizard of Oz Play This re-telling of the original story stays true to the plot - with just a small twist at the end. Oh, and anyone wishing to play the original 'delightfully wholesome' Dorothy may be in for a bit of a shock! There is also a Christmas version of this class play or assembly - with, as you would expect, a few Xmas additions! This is available as a separate purchase. Cast of 30 (with some doubling up) Duration: Around 30 minutes not including the music suggestions. Also available: · The Wizard of Oz Guided Reading Scripts (10 of these, with 6 speakers each; around 3 minutes each – total reading time around 30 minutes Sample Text: Wicked Witch: Now. Where have that little gang of misfits got to? I don’t suppose anyone would miss them! Narrator: Whatever do you mean, ma’am? ‘Miss them’? Wicked Witch: Oh, haven’t you heard? I’m about to wipe them off the face of Oz! Good riddance I say! Narrator: (Gasping) You what? But you can’t! Wicked Witch: Oh really? Just watch me! (Enter Dorothy, Toto, Scarecrow, Tin Woodman and Cowardly Lion) Wicked Witch: Ah here they all are! Right on cue! Like lambs to the slaughter! (Sound of wolves howling) Wicked Witch: Bring on the wolves! (Enter wolves – who are then all ‘knocked out’ by Tin Woodman) (Whole cast cheers, as Tin Woodman waves his axe triumphantly) (Exit wolves, rubbing their heads) Wicked Witch: (To Tin Woodman) Hey! That’s no way to treat my pets! I’ll report you to the RSPCA! (Sound of Crows ‘cawing’) Wicked Witch: Bring on the crows! (Enter crows. Scarecrow pulls a silly face and they all retreat in terror) (Whole cast cheers, as Scarecrow struts up and down triumphantly) Wicked Witch: Hey! What happened to my crows? Narrator: (Pointing to Scarecrow) Well, he is a scarecrow, remember? (Wicked Witch stamps her foot in disgust) (Sound of bees buzzing) Wicked Witch: Bring on the black bees! (Enter bees. Each ‘stings’ Tin Woodman then ‘drops down dead’) (Whole cast cheers as Tin Woodman struts around victoriously) Wicked Witch: (Shrieking) Now what? What has happened to my black bees? Narrator: Er, I think you’ll find they just all died. Isn’t that what bees do, once they have stung? Wicked Witch: (Shaking fist) Drat! And double drat! Why didn’t I think of that? (Sound of marching feet) Wicked Witch: Bring on my Winkie Soldiers! (Enter Winkie Soldiers, marching purposefully towards ‘the group’) (Lion lets out a huge roar and the soldiers all panic and run away in terror) (Whole cast cheers as Cowardly Lion struts around triumphantly) (Wicked Witch screams her dismay) Wicked Witch: Right! That’s it! You’ve asked for it this time!

Superheroes Assembly for Key Stage I Duration: Around 10 – 15 minutes depending on how many ‘superhero demonstrations’ there are. The first ‘speaking’ part of the assembly is around 5 minutes reading time. The rest of the assembly is down to the teacher in charge as explained in Production Notes. Cast: Written for cast of 30 but easily adaptable up or down. The cast comprises class teacher as narrator plus children 1 – 30. This assembly or class play is in roughly two parts - the first deals with the qualities of a superhero and how a superhero would change the world; the second is a demonstration of 'superpowers' by different 'superheroes'. It is very much a 'movable feast' - the children can make their own choices re: how they'd change the world; and likewise choose which superheroes they'd like to portray - they can even make up their own. I have thus provided a 'template' which can be adapted according to class numbers and 'members'. Sample Text: Narrator: Good morning and welcome to our assembly on Whole cast: (Together) Superheroes! Narrator: So, for the benefit of our audience, what makes a superhero? Or maybe I should ask the question, what makes a hero super? Child 1: Super powers, of course! Child 2: You can’t do much without them! Child 3: Especially against those horrible baddies! Narrator: So. Let me get this straight. Heroes are always good? Child 4: Right. They fight for what is good in the world Child 5: Against all that is bad! Narrator: That must take a lot of courage! Child 6: That’s why they’re superheroes! Child 7: Brave! Child 8: Strong! Child 9: And determined! Child 10: It’s not always easy being a superhero! Narrator: (To cast) So. If you had the powers of a superhero, what would you do to make the world a better place? Child 11: I would take food to everyone who was hungry. Child 12: I would give shelter to everyone without a home. Child 13: I would hug everyone who feels unloved. Child 14: I would drive around in a Ferrari! Narrator: (Snorting) Oh really! And how is that going to improve the world? Child 14: Well, it would certainly improve mine!

Environment Assembly - what can we do to help? Cast of 30 - easily adapted up or down. Narrator plus 29 protestors! And who would have thought our narrator would find himself ... a protestor? Duration - around 15 minutes reading time (not including music suggestions). The length of the script can of course be easily extended by adding on more information about man's negative impact on the environment and what we can do to reduce our carbon footprints. Sample text: Protestor 28: We can all do something Protestor 29: Even if it’s just in our own back yard. Narrator: (Applauding) Ah! Now you’re making sense! You see, sometimes I think we look at the big picture Protestor 1: (Interrupting) And feel overwhelmed? Narrator: Exactly! I mean, we all know about global warming, the greenhouse effect, the destruction of rainforests. And I for one think, well, what can I do about it? Protestor 1: And the good news is Whole cast: (Shouting together) Plenty! Narrator: Oh really? Well, you know something? I’m feeling better already! Protestor 2: So, here’s what we can do to help and sustain our world. Narrator: Hold on! Could you just explain what you mean by that last bit? Protestor 2: What? You mean the bit about sustaining our world? Narrator: Yes. If you would, please. Protestor 3: OK. So what we mean by sustaining life on this planet is looking after it in a way or ways which will last. We’re not looking for quick fix solutions which won’t last. Narrator: Excellent. And by ‘life’ Protestor 4: We don’t just mean that of us human beings Protestor 5: But the life of plants Protestor 6: Wildlife Protestor 7: Ecosystems Protestor 8: And habitats Narrator: You mean like the rainforests, the poles, the deserts, the oceans Protestor 9: Well, yes. But there are places far nearer to home that we can make a difference to now. Narrator: (Wiping his brow) Phew! I am so relieved you said that. I was beginning to feel overwhelmed again! Protestor 10: Let’s keep this simple! Narrator: Oh please! That would be a great comfort to me! Protestor 11: So, what can we do in our own back yard? Protestor 12: Clear it up? (Everyone laughs) Protestor 11: You’re right! That’s a good place to start. We all have way too much rubbish! Narrator: So how can we stop that? Protestor 12: How about we start with recycling? Narrator: You mean cycling … in reverse? (Everyone groans) Protestor 12: How about you leave the jokes to us! Though, recycling is no laughing matter. We should all be doing it.

Wind in the Willows Play or Set of Guided Reading Scripts This script is suitable for use as Guided Reading (Readers Theater) or for performance. Instead of being sold as two separate products, it is in effect 2 for the price of 1 – as the customer can use it for either purpose. Guided Reading: The 5 scenes can be used by 5 groups of 6 children i.e. a total of 30 altogether and simply read in the classroom, ‘around the table’. In this format, the music suggestions and ‘extra cast’ would obviously be dropped. Duration Around 25 to 30 minutes (about 5 minutes for each script) Play - for Performance Purposes: Use of the entire cast of 30: 6 speakers plus Woodland Creatures and Law Force, along with music suggestions. The length of performance can be reduced from 45 minutes plus to around 20 minutes by less use of music and the omission of one or more scenes. · Play/Performance: 30 minutes plus time for inclusion of music/routines – of around 15 minutes. Total: around 45 minutes – probably a bit longer. · Assembly or Class Play. The length of the play could be reduced to around 20 minutes by omitting one or more of the scenes. Sample Text: Badger: (Exploding) Toad learn his lesson? I don’t think so! Not with his Mole: (Interrupting hurriedly) More sandwiches, anyone? Badger: (To Mole) You’re way too soft on him, Mole. Toad: (Indignantly) Hello! I am still here you know! (Toad continues to fill his mouth with food) Badger: Taking advantage of your friends, as usual! (Badger helps himself to some sandwiches) Toad: Well, you don’t seem to be doing so badly, yourself! Good sandwiches? Badger: Indeed they are! You certainly know how to put together a fine picnic, Ratty! Ratty: Well, thank you. This ol’ brain of mine does have its uses! Mole: Such a clever animal! Badger: And just as well, some of the scrapes you lot got yourselves into! Gaoler: Oh, we know all about those! Stealing a car and driving it with no thought for the safety of others! Badger: That’s Toad, to a T! Toad: (Indignantly) Whatever do you mean? Badger: Just that, nine times of ten, you think of number one first! Toad: (Scratching head) Woah! Wait a minute! That’s way too many numbers! Badger: OK. Let me put it to you simply. (Pauses) You are one selfish, conceited creature! (Everyone gasps) Mole: Oh Badger! Must you? It’s such a lovely day and we were having such a fine time here by the river

Grammar and Punctuation Assembly Two camps: Grammys and Punks! Cast of 30 - easily adaptable up or down Duration: around 10 - 15 minutes This class play attempts to cover at least the basics of our great English Language - a pretty tough challenge! 'Coverage' includes: Punctuation: Capital Letters Full Stops Exclamation Marks Question Marks Commas Colons Semicolons Brackets Hyphens Quotation Marks Apostrophes Grammar: Nouns Proper Common Collective Abstract Pronouns Adjectives; Verbs Present Past Future Active and Passive Regular and Irregular Adverb; Preposition Conjunction Sample Text Narrator: (Growing increasingly impatient) Yes! Yes! Do please say what you’ve got to say! We do have a few more parts of speech apart from yourself to get through, you know! Grammy 2: (Huffily) Oh very well. I’ll keep it brief! (Punks all cheer) Grammy 2: Well, proper nouns are really just names. (Pauses) There! Is that brief enough for you? Narrator: Excellent! Thank you for that! (To audience) Phew! I thought for one awful moment we were going to be stuck with proper nouns until the end of the assembly! Next! Grammy 3: (Bashfully) Me? Oh I’m just a common noun! Narrator: Oh! Nothing remotely common about you I’m sure! Grammy 3: But that’s what I’m called! Grammy 2: That’s right! I’m proper! And he’s common! Word: Well, there are quite a few other types, like Grammy 4: Collective nouns – for example, a swarm of bees, a herd of sheep Grammy 5: And abstract nouns – things you can’t hold in your hand - like anger, time Narrator: (Looking at watch) Speaking of which, yes, I think that’s enough on nouns! Grammy 6: (Squeaking) But hey! I might be small, but don’t forget me! Narrator: And you are? Grammy 6: I’m a pronoun! Very important I am! Narrator: (To audience) Just like the rest of them! State your business, briefly if you can!

Roald Dahl School Assembly or Class Play Cast size: The small speaking cast of 6 can be increased to include the whole class by adding a supporting cast of characters taken from the five books. September 13th is Roald Dahl Day – this year it is also his centenary. To celebrate this great writer, I, Sue Russell have written an Assembly which attempts to capture just some of the man's genius. It is just a short assembly, looking at 5 of his works - The Magic Finger, BFG, The Giraffe the Pelly and Me, Revolting Rhymes and Dirty Beasts; but in looking at these books again, I for one was reminded of Dahl's amazing ability to create the most bizarre characters, and situations .. out of nothing. He was, I think, a genius and his memory stays vividly alive through his numerous brilliant books. The play has a small speaking cast - teacher (narrator) plus 5 students, who are asked to pick their favourite author (Roald Dahl - no surprises there!) and favourite books. These are The Magic Finger, The BFG, The Giraffe the Pelly and Me, Revolting Rhymes and Dirty Beasts. The supporting cast i.e. characters taken from these books, is left to the teacher's discretion i.e. depending on how many children there are in the class. Different 'favourites' could obviously be chosen and added to the ones 'my five' chose; and I have similarly left out extracts from the books, plus musical excerpts from the movies which could be added. This assembly can thus be expanded upon in a way to suit the individual class and their Dahl preferences. I hope I have provided a good starting point! If you are interested in looking at more great writers from Britain, I have written a Great British Writers Assembly which, along with Dahl, features the works of C.S. Lewis, A.A. Milne, Lewis Carroll and J.K. Rowling. A good resource to have during National Children's Book Week, 1-7 October. Extract Lucy: The Giraffe, the Pelly and Me. Teacher: And why did you choose that one? Lucy: I loved the animal characters in it, including the monkey who isn't mentioned in the title! The three of them - the giraffe, the pelican and the monkey - make up a window cleaning gang, the giraffe acting as a ladder because of his magically long neck; the pelican acting as the bucket, with his special ‘Patented beak' and the monkey acting as the cleaner.

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.

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

It's Good To Be Me Leavers Assembly Class size - any Duration - open ended This leavers’ assembly can be tailored to any class or year group size; and likewise can be any length. I have provided a 'skeleton script' of around 5 minutes actual reading time but with numerous opportunities to add on e.g. in 'Wish' and 'Achievement' sections. There are also numerous songs/music which can be included or omitted accordingly. There is the additional fun 'option' of the schools staff 'joining in' at the end - but this is optional and can be left out. Sample Text: Child 1: What’s there to celebrate? Child 2: (Holding up Numeracy exercise book) Look at my scores in Maths. Five out of ten, six out of ten, three out of ten … Why do I bother? I’ll never get Maths! Child 3: Huh! Think that’s bad? You should see the marks I get in my spelling tests! You think you’ve got number blindness? (Child 2 nodding in agreement). Well, I’ve sure got a bad case of blindness when it comes to stringing more than two letters together! Child 4: But at least you don’t make everybody around you wish they were deaf! (Starts singing totally off key/out of tune ‘Do Ray Me Far So La Tea Doe’ set of scales. Whole cast clasps their hands over their ears). See what I mean? Teacher: (Uncovering ears) Hey? What? Oh, you mean your slight lack of musicality? Well, maybe there is just a little room for improvement. Child 5: (Holding up bits of woodwork, taped together but falling apart) And what about my latest Design Technology ‘project’? I don’t think I’ll be getting the call to build the next Olympic stadium! Teacher: (Stroking chin, reflectively) Hmm. Maybe not. Child 6: (Holding up ‘art work’ – black dot in middle of yellow paint) And I don’t suppose I’ll be in the Tate Gallery any time soon! Teacher: Ooh. I wouldn’t bank on it – have you been recently? ‘Anything goes’ there! I think your work would fit in perfectly! Child 7: (Breathlessly) But what about me? I try every year to run that one minute mile – but have I got beyond one hundred metres yet? (Starts coughing and clutching his side) Not a chance! Teacher: Enough! Enough! What is wrong with you guys? Other Leavers Assemblies by Sue Russell: • Leavers' Assembly for Year 6's • Our School's Got Talent Leavers' Assembly • Olympics Leavers Assembly • School's Out Leavers' Assembly

The Queen’s 90th Birthday Party Assembly Special half price to celebrate Her Majesty's Big Day! Whilst 'gracing this assembly' with her presence, the 'party lady' seems just a little reluctant to join in the festivities. So what can our narrator and supporting cast do to change this situation? Well, did someone say it was Her Majesty's 90th birthday? Then, let's hear it for those 90 reasons to celebrate! Sample Text Music 1 Rule Britannia or Land of Hope and Glory (Cast files in with Music 1 in background; all take their seats) Music 2 National Anthem – God Save Our Queen (All stand up) Queen: (To Audience) Do be seated! Ah, how wonderful to be surrounded by my loyal subjects on my birthday! 90 years! Not bad, eh? Narrator: Well, some of us haven’t been around quite that long, your Majesty! But we are here today to celebrate your birthday with you! Queen: Oh I wouldn’t worry too much about that! Narrator: Oh? And why’s that? Queen: (Wistfully) Oh I don’t know. Once one has had as many birthdays as one has .. Narrator: You mean, you’re bored of birthdays? Queen: Well, I’m not quite the party creature I used to be! Narrator: Nonsense! And you know what? That’s what we’re here to prove to you today! Queen: Oh really! Well .. (Queen looks uncertain, shaking her head) Narrator: (To Cast) OK. Time to make Her Majesty’s day! Queen: (Sighing) You can try .. Narrator: Well, with ninety reasons to celebrate your birthday I don’t see how we can go wrong! Whole cast: (Exclaiming together) Ninety? Narrator: You heard! Ninety! And if we’re going to fit those ninety into the next (looks at watch) fifteen minutes, we’d better get a move on! Off we go! Queen: Well, you don’t mind if I make myself comfortable on this here throne? (Queen ‘settles herself comfortably’ onto throne) Queen: Ah that’s better. Do start! Narrator: Well, there are quite a few perks to being Queen, I think you’ll agree? (Queen nods) Child 1: For starters, you get to have two birthdays a year! Can’t be bad! That’s your real one on 21st April and another official one in June!

Rio 2016 Olympic Ode Suggestions on how to use This poem is made up of three parts, taken from the three words of the Olympic Motto - Citius, Altius, Fortius: I. Faster II. Higher III. Stronger Each part is made up of six verses (with chorus to start and/or finish) 18 speakers - 1 verse each, with whole class reading the chorus. 21 speakers - 1 verse each (for 18), plus chorus at the beginning of each part 24 speakers - 1 verse each (for 18), plus chorus at the beginning and end of each part 30 speakers - As for 24 speakers but including six extra verses provided at the end of III, made up of three winners and three losers. I. Faster Chorus Faster, higher, stronger, Olympic champions, we. Faster, higher, stronger, That's all we want to be! Runner 1: The training's over We're on the track We're primed for action There's no looking back. Runner 2: On your marks Get set, go! It's now or never We can't be slow. Other scripts available from Sue Russell: ASSEMBLIES 1. Brazil Host Country to 2016 Rio Olympics 2. Olympics PRIDE Assembly (PSHE 'team spirit' script) 3. Olympic Games 2016 Leavers Assembly 4. Rio 2016 Olympic Games Assembly - covering all 28 sports 5. History of the Olympics Assembly 6. Rio 2016 Olympic Games Assembly: history and events - combined script including Olympic Ode 7. Olympics Assembly for Key Stage 1 Rio 2016 8. Paralympics 2016 Assembly GUIDED READING SCRIPTS 1. A Complete History of the Olympic Games Guided Reading Scripts plus quizzes - set of 8 scripts, plus quizzes 2. Olympics PRIDE Guided Reading QUIZ Rio 2016 Olympic Games Quiz - 100 questions and answers!

Midsummer Nights’ Dream Alternative version I Midsummer Nightmare is, as the name suggests, just that - for its producer! You'd think that putting on a summer camp production of A Midsummer Night's Dream would be a doddle, right? WRONG! This particular production is the stuff of nightmares - as our hapless teacher is about to find out! Never in his wildest dreams would he have imagined the consequences of falling asleep whilst reading one of his favourite Shakespeare plays. Same story - but radically different cast - with a little help from Michael Jackson's Thriller! Estimated length of performance: 30 - 40 minutes (depending on dancing/singing time). Written for cast of 10, 14 or 14 plus. Comprehensive production notes ensure an easy transition from small to large cast. This play does not include the play performed by Bottom, etc (for the Duke of Athens). This is because the script was originally written for 10. Another version, including this 'play within a play' is now available, called Midsummer Nightmare II, with cast of 17; and a third script Midsummer Nightmare III: 50 minutes, with cast of 25. Sample text Music 7 Michael Jackson's Thriller (Enter Oberon and Puck, doing own version of above song) Teacher: Oh no! Not that beastly song again! Oberon: Pardon! We happen to think we could out-dance those guys from Hollywood, inour wood, any day! Puck: Yeah! We don't even need to add makeup! Oberon: But shush! Who goes there? Our Athenian couple - restored to love? (Sounds of shouting) It doesn't sound very harmonious! Music 8 Beat It - Michael Jackson (Enter Demetrius and Hermia, singing and dancing to above) Hermia: So, what didn't you understand about (shouting) BEAT IT! Demetrius: But I love you! Hermia: Get out of my sight! If I ever see you again, I will kill you! (Exit Hermia) (Oberon and Puck standing at side, making observations, unheard by Demetrius) Oberon: Something is very wrong here! Puck! (Grabbing him as he tries to make a quick exit) What have you done? Puck: Well, see, I gave those drops to some Athenian, as you said. But it was someother bloke, not this one! Did I mess up? Oberon: I'll say! Now we have two guys in love with just one girl. Go undo your mistakes. Find Helena! (Exit Puck) (Demetrius falls to the ground and starts snoring) Oberon: Now I shall anoint his eyes and make sure everything is all right this time! (Oberon squeezes drops onto eyelids of Demetrius) (Enter Helena) (Demetrius wakes up and beholds Helena) Demetrius: My love!

This Midsummer Nightmare II (alias Midsummer Night's Dream) is an extended version of the first one - Midsummer Nightmare. It includes the play Pyramus & Thisby and thus has a bigger cast and extended duration. Otherwise, it is exactly the same - sharing the same script up to Scene 6, and the same ending. Midsummer Nightmare is, as the name suggests, just that - for its producer! You'd think that putting on a summer camp production of A Midsummer Night's Dream would be a doddle, right? WRONG! This particular production is the stuff of nightmares - as our hapless teacher is about to find out! Never in his wildest dreams would he have imagined the consequences of falling asleep whilst reading one of his favourite Shakespeare plays. Same story - but radically different cast - with a little help from Michael Jackson's Thriller! Estimated length of performance: 50 minutes (depending on dancing/singing time). User Lu Jones has written the following comment regarding "Midsummer Night's Dream alternative: Midsummer Nightmare II": Love this quirky adaptation of one of Shakespeare's classics! The students love it as well! Sample Text Quince: Pyramus! Thisby! Kindly demonstrate for us how you use this worthy Wall! (Bottom and Flute stand on either side of Snout's Wall, and make exaggerated whispering noises through the hole) Theseus: (Appreciatively) Amazing! Hippolyta: (Sarcastically) Awesome! Bottom: You wait til you see us kissing! (Flute falls over backwards) Flute: Er, I don't think that will be necessary! (Bottom pouting, making ridiculous ‘smirching' noises through the Wall) Quince: Bottom! Maybe we should let the audience use just a little of their imaginations?! Bottom: (Sulkily) OK, OK. I guess I shouldn't give them too much too early on! I don't want to overwhelm them! Theseus: Quite so! The ladies can only take so much! Moving on .. (Bottom and Flute back to the Wall) Bottom: Thisby, my love! Flute: (High pitched) Pyramus, my love love! (To Quince, in normal gruff voice) How am I doing? Quince: Don't stop! Remember - feminine! (Flute flounces round to the other side of the Wall, Wall trying to block him) Bottom: Get back! Stay on your side, remember?! (Flute scuttles back to his side) Flute: (Squeaking) Here I am again! (Pauses, trying to remember his words) Er, em. Ill met by moonlight? Quince: Cut! Cut! We've already had that line! Hippolyta: Oh dear! It would seem we are still attending the rehearsal!

Midsummer Night’s Dream Assembly 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 - to say nothing of how the 'play within a play' players are treated: a heroic Pyramus played by a 'large butt' Bottom; the lovely Thisby by a bushy bearded Flute; a wall by red-nosed sniffing Snout; Moonshine by 'starving' Starveling and not forgetting Snug's all important part - that of an asthmatic lion! 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! Also available: an alternative Midsummer Nights Dream - entitled Midsummer Nightmare, with Michael Jackson's Thriller taking us through the 'transitions'! There are three versions of this, with differing cast sizes and performance times. Sample Text Hamnet: Scene II Elsewhere in the wood (Group of very ‘out of tune/tone-deaf' fairies sing their idea of a lullaby to Titania, lying with her hands over her ears) Music 3 - All I Ever Do is Dream by the Everly Brothers Hamnet: Cut! Thank you! Can't you see the poor woman is trying to get to sleep? (Fairies exit, sulkily; Titania gives a sigh of relief and falls asleep) (Enter Oberon, sprinkling herb drops on sleeping Titania's eyelids) Oberon: There we go. Sleep tight, my dear. And wake when some vile thing is near. (Exit Oberon) (Enter Lysander and Hermia; Lysander struggling with a huge suitcase, Hermia limping along behind) Hermia: (Irritably) I told you we should have bought a map! Just look at my feet, all covered in blisters! Lysander: Ah quit complaining! At least you haven't been lugging this great case along behind you. So much for traveling light! Hermia: (Snatching suitcase) Well, let me relieve you of it! (Pulls out teddy bear and flings it at Lysander) There you go! Teddy can be your companion for the night! See you in the morning! (Hermia stalks off, with suitcase, to opposite side of stage. Proceeds to take out sleeping bag, pillow, and rugs - all of which make for a comfortable night's sleep; leaving Lysander to ‘cuddle up' with just the teddy. Both drift off to sleep)

Sleeping Beauty Assembly This 'alternative' version has a cast size: 12 upwards. This is the number of main speaking parts; but with the addition of ‘courtiers’ the cast size can easily be increased upwards. Duration: Around 20 minutes. This is a truly alternative version of Sleeping Beauty – with a ‘Wicked’ Fairy who hates anything ‘nice’; a king and queen ‘at loggerheads’, a princess destined not to win a prince (of any description), and as usual, a despairing narrator – given the impossible task off pulling of yet another ill-fated assembly! It can be used for PSHE - as it strongly reinforces the importance of saying Thank You; or it can be used in Literature (as an example of an alternative text) or as a play to put on at Christmas. Sample Text: King: One hundred years? Seems a little O.T.T.! Queen: One hundred years? But that means I’ll be dead when she wakes up! Sleep Fairy: Oh, you don’t need to worry about that! You will all fall asleep together. And wake up together! King: (Spluttering) But! But! What about Man. United? Are they going to be asleep too? Sleep Fairy: Er, no.. Queen: And what about Eastenders? How can I possibly catch up on one hundred years’ worth of episodes? Narrator: (Sarcastically) Oh dear! And what if World War Three breaks out? Oh, but I guess that pales into insignificance alongside football teams and soaps! Beautiful Fairy: Oh, you can always come to me for those. (Delving into cosmetics bag) Now, let me see. I have lavender scented, or un-perfumed if you prefer … Narrator: (Exploding) No, I don’t prefer! Here we are, discussing the future of the world – and all you can think about is …… cosmetics? Sleep Fairy: (Clutching head) For some strange reason, that headache of mine doesn’t seem to be getting any better. Perhaps it’s a little peace and quiet that I need! You (turning to King and Queen) should be happy that you’ve got off so light! You’re not going to die, are you? I‘m going to leave now – before I change my mind! (Exit Sleep Fairy) Narrator: Well, really! These fairies are just so – touchy! King: That’s women, for you! ‘Course it’s left to us men to do what’s practical. Like banning all spinning wheels in the kingdom! Queen: (Hugging King) Oh, dearie! How very clever of you! Clever Fairy: I was just about to make that suggestion myself! Good Fairy: Well, it was good of you to let him have his moment of glory. (Aside) I strongly suspect he won’t have many more!

Little Red Riding Hood Play cast of 6 – an alternative version of the Brothers Grimm version of the Fairy Tale This is one of a set of 'alternative' fairy tales based on those written by Brothers Grimm - but re-written, just as they did! These include Rumpelstiltskin, Rapunzel, Hansel and Gretel and Cinderella - all very alternative! This alternative Little Red Riding Hood play can be used for performance or as a guided reading text. Cast of 6, reading time approximately 10 - 15 minutes Purchase includes: Synopsis of original fairy tale, play script, teaching input, discussion and suggested follow up activities. Cinderella, Snow White and Sleeping Beauty scripts are also available as assemblies, cast size 30 (easily adaptable up or down) Sample Text Little Red Riding Hood: But Grandma, what big ears you’ve got! Narrator: All the better to hear you with! (Aside) Oh! This is even better than I thought! I’m an absolute natural. I can hear that phone ringing now ‘Would you be available to star in the West End next week? We’ve heard such glowing reports about ..’ Little Red Riding Hood: Hey! Wait a minute! Narrator: No! No! What about the teeth? Little Red Riding Hood: Oh! OK. Now you come to mention it, they do need a bit of a clean! Narrator: No! No! Stick to the script! Little Red Riding Hood: Oh you mean, ‘But Grandma, what big teeth you’ve got’? Narrator: (Growling) All the better to eat you with! Little Red Riding Hood: (Nonchalantly) Yeah, right! Narrator: Hey! You’re meant to scream and run away! Little Red Riding Hood: Oh really? Narrator: Can’t you see, I’m not your grandma but a wicked wolf, come to eat you? Little Red Riding Hood: Well, the wolf in the woods seemed harmless enough; and (Little Red Riding Hood removes Narrator’s mask) I’ve been to enough bad school plays to realise you’re not the real thing! (Enter Wolf, growling savagely) Wolf: Whereas I am! (Little Red Riding Hood screams) (Enter Grandmother) Grandmother: Oh really, Little Red Riding Hood! Do you have to make all this noise? Little Red Riding Hood: But there’s a wolf in here! Can’t you see? And anyway, aren’t you meant to be unwell? Grandmother: Oh that’s just your mother, making a fuss as usual. Nothing wrong with me! Wolf: Well, that’s where I’m afraid we disagree! Grandmother: (Indignantly) Pardon? Narrator: Yes, I’m with the wolf on this one!

Robin Hood Assembly or Class Play Cast of 30 - easily adaptable up or down. Duration - around 15 minutes reading time. This does not include *music suggestions/dance routines which could potentially double the length of the performance. So, are those Merry Men about to have their smiles turned upside down? Never! Not even in the face of those brutish Guards? Double never! Not when you've got some neat tricks/moves up the sleeves of your tunic! See how good triumphs over evil without any blood being shed - it is a family show! *Sample Playlist • Bad – Michael Jackson • I Need a Hero – Bonnie Tyler • Everybody was Kung Fu Fighting – Carl Douglas • Happy – Pharrell Williams Sample Text Narrator: Hey! You might think you’re a hero! Peasant 1: But you haven’t done anything yet! Narrator: Right! All that dancing and prancing! Peasant 2: You need to demonstrate to us that you’re a hero! Narrator: No more theatrics! Peasant 3: Prove yourself! Narrator: Stop all this lovey dovey stuff – that can wait til later! Peasant 4: It’s our futures you need to change! Peasant 5: Show us you’re the man you say you are! Peasant 6: Take on those baddies! Peasant 7: Be our hero! Robin Hood: Hey! Steady on! I may be pretty good with this bow and arrow Maid Marion: (Sighing) The best, or so I’ve heard! Robin Hood: But taking on the whole of Prince John’s crowd? Whoa! That’s a tall order! (Enter Little John, squaring up to his great height) Little John: Well, I, Little John, am more than up to the challenge! (Enter rest of Merry Men) Friar Tuck: And you can count me, Friar Tuck, in! Alan-a-Dale: And me, Alan-a-Dale! Will Scarlet: And me, Will Scarlet! Much the Miller’s Son: And me, Much the Miller’s Son! Narrator: (Clutching head) Oh wow! That’s some fighting force you have there, Robin! An overweight man of the church, a minstrel, an ex-soldier and a miller’s son! Peasant 1: (Sarcastically) Wonderful! Peasant 2: More than enough to take on Prince John’s men! Peasant 3: They won’t know what’s hit them! Peasant 4: The friar’s belly Peasant 5: The minstrel’s lute Peasant 6: The ex-soldier’s rusting sword Peasant 7: Or the miller’s son’s bag of flour! Peasant 1: Some army! Come on, folks. Let’s leave this lot to their fantasies! (Exit Peasants, muttering sadly) (Enter Prince John, Sheriff of Nottingham and Sir Guy of Gisborne plus Guards) Sir Guy of Gisborne: (To Robin Hood) Aha! The villain himself! Seize him, guards! (Guards seize Robin Hood) Maid Marion: Why you cowards! Seven against one! I’d hardly say that was fair! Sheriff of Nottingham: (Laughing) But hadn’t you heard, sweet lady? Nothing is fair around here!

World Cup 2018 Quiz 100 questions (and answers!) on this year's World Cup and those that have gone before. Enjoy! Also available: World Cup Assembly, World Cup Leavers Assembly, World Cup Guided Readers plus resources on participating countries. Sample Text: I Quirky Facts 1. Who used to practice with a slipper on his right foot and why? 2. Where was the original world cup trophy kept during the Second World War? II 2018 World Cup 1. How often is the World Cup held? 2. Where is the 2018 World Cup being held? III History 1. When was the first World Cup held? 2. Where was it held? IV Records 1. What country has made the most appearances – the only country to have appeared in every World Cup? 2. How many appearances has this country made? V Quotations 1. Who said “Some people believe football is a matter of life and death. I’m very disappointed with that attitude. I can assure you it is much, much more important than that.” – said to be the greatest football saying in 2006?

Midsummer Nights Dream Alternative Version III This alternative ‘nightmare’ version of Midsummer Night's Dream runs at approximately 50 minutes, has a cast of 25, and a 'wicked' choice of music! This is the third in a series of scripts written by playwright Sue Russell - the first was for a small summer camp group (of 10), the second for an expanded cast (of 17), and this third for a cast of 25. Suitable for children and adults alike - let's hope your director has an easier time of it than mine (alias long suffering teacher!) Theseus: Are you referring to our night's entertainment, my dear? Hippolyta: If you can call it that! From what I've heard .. Theseus: (Interrupting) Ah, never judge a book by its cover! Teacher: (Raising his copy of Midsummer Night's Dream, above the covers) Indeed. You can say that again! Still, nothing's going to spoil anything tonight. Just as long as I stay awake to the end! (Bottom, bouncing onto the stage) Bottom: And we'll sure make sure that there's no falling asleep during our amazing performance! (Joined by Quince, Flute, Snout, Starveling and Snug) Bottom: Or should I say, my amazing performance! Quince: Now, now, Bottom! Remember what I said to you about team spirit! Bottom: (Tutting) Makes it sound more like a game of soccer! I prefer to think of myself as following in the footsteps of Brad Pitt, rather than David Beckham! Lysander: (Laughing) I'm sure either gentleman would be equally honored - to know who was following him! Demetrius: Of course! (Pointing at Bottom) What a fine figure of a man! Hermia: (Crossing her brow with her hand) I grow weak, just looking at him! Helena: (Pretending to faint) Such a man! Such a vision of .... Theseus: (Impatiently) Yes, yes. Could we leave the amateur dramatics to these 6 players please? Hippolyta: (Groaning) Something tells me, this is going to be one long night!