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!

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!

Mutual Respect Assembly - Key Stage II Cast of 30 - easily adaptable up or down Duration: 10 - 15 minutes reading time (not including songs/music suggestions) Another class play on 'Respect' is available for Key Stage I children. Sample Text: (Whole team do ‘high-fives’) Narrator: Good to see team spirit! Child 1: Oh we have plenty of that! We put in so many hours together Child 2: We sure earn each other’s respect! (Exit ‘Olympians’) Narrator: And that is so important! Just imagine if (Enter ‘Footballers 1 - 4’: Child 3, 4, 5 & 6) Music 5 Football Anthem – or theme music to Match of the Day (Footballers kick ball around, in bored, listless manner before dropping to the ground, for a break) (Enter Coach – Child 7, blowing whistle; all four footballers jump to their feet) Coach: Hey! Slacking off already? I don’t think so! Child 3: Oops! Sorry coach! Coach: You will be! Child 4: We were just Child 7: (Interrupting angrily) Yes, I could see! I repeat, slacking off! Not on my watch, you don’t! Now, that will be ten extra laps of the pitch for you! Off you go! (Exit Footballers, grumbling) Narrator: Oh dear! That seemed a bit harsh! Child 7: Oh? And you think if I’d strolled on and said, ‘Oh that’s fine. Don’t mind me! Just keep doing what you’re doing’ – that they’d have one jot of respect for me? Narrator: Well, er .. Child 7: Of course they wouldn’t. It’s not my job to pamper them. It is to make them better players. To give them pride in themselves! Nothing like a bit of discipline to achieve that! Narrator: Oh I couldn’t agree more! I’m all for discipline. Child 7: And respect! Narrator: Oh yes, that as well! Child 7: Nothing like a bit of healthy respect for your team, the opposition and yourself! Narrator: Wow! That’s a lotta respect! Child 7: You can never have too much respect, believe me!

Educate Against Hate Assembly This script is suitable for secondary school children – possibly for upper end primary; but I think given the subject matter it is perhaps appropriate for a more mature age. The main focus is that of promoting the bigger picture in schools to our children so that they are not taken in by the 'smaller picture' and/or swayed by the dogmatic views of extremists. I would like to stress that this script is not intended as a ‘piece of politics’ but as a message of common sense. Cast Size 30 - easily adaptable up or down. Duration Around 10 to 15 minutes. Sample Text: Child 21: But how do people get so hoodwinked into listening to this stuff? How can they not see what is going on? How can they be so misguided? Child 22: Because they are vulnerable. That is why these extremists choose them. They pick on people who have not had the education to question what is put before them. The extremists know this. They know full well that faced with a bit of rational questioning they would be shown up for what they are. Child 23: Complete and utter frauds. Narrator: That is why education is so important. Hopefully if you give children the bigger picture, they will see what is wrong with this smaller one that is being offered. Child 24: You will never remove evil from the world completely. Child 25: There will always be those who seek to exploit the weak, who trade on others’ unhappiness. Child 26: Which is why we must stay strong and protect those who need protecting from these evil people. Narrator: That is our job as educators. To give children the big picture and provide them with coping mechanisms when things look bad. Child 27: Yeah. You can’t go through life in permanent sunshine. Child 28: And some do undoubtedly have a much tougher time than others. Child 29: But bowing to evil, to the demands of extremists? Child 30: That is not the answer. Narrator: We have to show a united front (pauses) knowing that good, through education, will prevail over evil in the end.

Guy Fawkes Assembly or Class Play The inclusion of a *mini play entitled The Trial of Guy Fawkes presents a ‘new take’ on history’s verdict – an interesting twist when the only witness is found guilty by the only member of the jury! i.e. Guy Fawkes walks free! This mini play has a cast of 6 and its inclusion is optional – the rest of the assembly focuses on the facts! Another ‘addition’ is at the end of the script where I have included a Fact File – which I thought would be useful (a) to add more facts to the assembly if necessary (perhaps if the mini play is not included) (b) as an introduction to the subject (c) as the basis for a quiz, to test the children’s knowledge. Hopefully, a pretty comprehensive package! *Guy Fawkes on Trial This is a short play with cast of 6. It could be used in the classroom or put on as a performance in front of the school, or used by a drama club. Sample text From Guy Fawkes Assembly: Duration: around 10 minutes Characters (Cast of 30) Narrator Children 1 -10 Guy Fawkes plus 13 Conspirators Cast for ‘play’ Judge (Guy Fawkes) Policeman (Witness) – see Production Notes Defense Prosecutor Member of the Jury Music: Handel’s Music for the Royal Fireworks (Children file in to this music) Narrator: Good morning and welcome to our Guy Fawkes Assembly. Child 1: The music you have just been listening to is Handel’s Music for the Royal Fireworks. First performed in 1749 for George II Child 2: But more recently played, in 2002, in celebration of our present queen’s Golden Jubilee (Child 3 nudges Child 2) Child 2: Oh! That’s Queen Elizabeth II, of course! At Buckingham Palace – plus fireworks! Child 3: The earliest fireworks were made in China, around 2,000 years ago – otherwise known as Chinese crackers! Child 4: The first ones to be used in England were at the wedding of King Henry VII in 1486. Child 5: Fireworks became more and more popular Child 6: And King James II was so impressed by those used at his own coronation in 1685 that he had the guy in charge knighted! Child 7: Did you say ‘guy’? Child 6: I may have done. Why? Child 7: Not the Guy? Child 6: What are you on about? Child 7: (Shaking his head in disbelief) Only the most famous Guy in our entire history! (Guy Fawkes steps forward) Guy Fawkes: (To Child 7) Thank you! That would be me! Guy Fawkes! (Whole cast applauds and cheers) Narrator: (Disapprovingly) Only the most infamous Guy in our entire history! Guy Fawkes: (Looking hurt) Ooh! That’s a bit harsh!

Halloween Assembly Class Play: The Vanishing Pumpkin Customer feedback received 12.10.14 AMAZING! Exactly what I needed. Well written, funny and great suggestions for music. I’m using this with a class of 31 and the suggestions for adaptations were spot on. The class love it and are super excited for our assembly on the 30th of October. Thank you Cast: 30 (See Production Notes for smaller cast size) Duration: 10 to 15 minutes. The play can be extended by the addition of jokes Music 1 Disney Haunted House Judge 1: Welcome! Judge 2: We are gathered here to behold the year’s spookiest show! Judge 3: Our very own ….. Whole cast: (Shouting together) Halloween Talent Competition! (Everyone cheers) Judge 1: Each year we have a different set of contestants – but all sharing one thing in common! They’re all All Contestants: (Yelling) Gruesome! Judge 2: That’s right! No prizes here for beauty – on the contrary… Judge 3: The more gruesome, the better! Judge 1: (Looking up and down the line of contestants) And I have to say, this year you have truly surpassed yourselves! Judge 2: (Nodding) Absolutely! Judge 3: What a grotesque lot! (Everyone cheers) Judge 1: But are you truly scary? Judge 2: That is what will win you this coveted prize! Judge 3: A pumpkin – filled with every imaginable horror! (Each judge walks over and holds up something from out of the pumpkin, before dropping it back in again; the showing of each ‘exhibit’ prompting cries of admiration from the cast) Judge 1: A venomous snake! Judge 2: A warty toad! Judge 3: A blood-covered axe! Judge 1: Ah yes! There is something for everyone! Judge 2: But who is to be our champion this year? Judge 3: Let’s meet the contestants! Music 2 Witch Queen of New Orleans - Redbone (Enter 3 witches) Witches: (Together) We are the three witches of Macbeth! (Three witches recite 2 lines from Shakespeare’s Macbeth, whilst bent over a caldron) Witches: Double, double, toil and trouble Fire burn, and cauldron bubble. Witch 1: Evil we look! Witch 2: Ugly we are! Witch 3: (All sweetly) Choose us, kind judges Witches: (Screaming together) Or we’ll have yaaaaaaaaah! (Witches race over to the judges, making menacing gestures) Judge 1: That’s enough! Judge 2: We will not be intimidated!

Awe and Wonder Assembly Key Stage I (5 – 7 yrs) Cast of 30 - easily adaptable up or down. Duration - around 10 minutes reading time (not including music suggestions and songs). Longer performance easy - with simple addition of more information. Special guests to this class play: two superheroes - invited along to witness 'awesome' and 'wonderful' aka Nature and its superpowers - Who or what can beat a spider's artistry, a rainbow's beauty, the miracle of a butterfly and ... a great Milky Way! Awe and Wonder Assembly/Class Play available for Key Stage II (7 – 11yrs) – on Seven Natural Wonders of the World (Grand Canyon, Great Coral Reef etc). As a special offer, FREE with purchase of this script - a set of lovely photos taken at last year's Sensational Butterflies Exhibition at the Natural History Museum. Drop me a line at sue@plays-r-ussell.com Sample Text: (Enter 4 children in pyjamas) Narrator: Looks like you lot are ready for bed! Child 12: (Pointing up) Star gazing! Child 13: That’s what we’re doing! Child 14: (Sighing) They’re so beautiful! Child 15: (To Narrator) Care to join us? Narrator: Don’t mind if I do! What can you see? (As Narrator is gazing upwards, children share out chocolates among themselves; Narrator suddenly realises he has been ‘duped’) Narrator: Hey! Give me those chocolates! Child 12: But we’re about to tell you about them! Child 13: This one is the name of a group of stars – a galaxy! Child 14: This one is the galaxy we live in – the Milky Way! Narrator: (To Child 15) And this one? Child 15: Well, this one isn’t really a star. It’s a planet – Mars! Narrator: (Taking Mars bar) Well, I’d better have that one, then! (To audience, aside) My favourite!

Ancient Greek Myths Odysseus and the Cyclops Assembly or Class Play Cast of 30 - easily adaptable up or down Duration - around 10 to 15 minutes reading time (around 20 with addition of music) One of several Ancient Greek scripts written by Sue Russell. A set of 5 Ancient Greek Myths is also available in Guided Reading format, each with 6 speakers, and its own quiz. Sample Text: Poseidon: Oh I’m sure it is! So you stopped off at my son’s island for a bit of a holiday? (To audience) I’ve heard the Greek islands are a favourite holiday destination. Island hopping, I believe you call it? Odysseus: Well, that was hardly our intention. We wanted to get home. Ancient Greek 6: But stopping off for a bit of a rest did make sense. Ancient Greek 7: Though it didn’t turn out to be quite the holiday we expected! Ancient Greek 8: Stuck in the back of that cave (Enter Polyphemus, finding his way to the group, with the aid of a white stick) Polyphemus: (Bellowing loudly) My home! Ancient Greek 9: Hardly the best that Airbnb have to offer! Polyphemus: (Bellowing angrily) Pardon? There’s nothing wrong with my cave I’ll have you know! Ancient Greek 10: Nothing at all – until you get your head bashed against one of the walls! I was the first to suffer at your hands Ancient Greek 11: And I the second! Ancient Greek 1: And I the third! Ancient Greek 2: And I the fourth Ancient Greek 3: And I the fifth Ancient Greek 4: And I the sixth! Poseidon: (Tutting) Son! Really! That was rather greedy, even by your standards! Polyphemus: (Muttering sulkily) But I didn’t eat them all in one go! Odysseus: (Sarcastically) Oh that was very good of you! Polyphemus: Well, thank you! Poseidon: No, I think he’s being sarcastic, son! The lowest form of wit. But something tells me, not quite low enough for you! Odysseus: (To Polyphemus) So come on! What have you got to say in your defence? Surely you don’t want your old man thinking you have the table manners of a monster? Polyphemus: (Spluttering) Well, I er, Ancient Greek 5: You just fancied a change from lamb stew, right? Polyphemus: (Beaming) Oh that’s right! Indeed I did! Ancient Greek 6: I expect lamb gets pretty boring night after night? Polyphemus: Oh you’re right! Ancient Greek 7: So we made a pleasant change to your diet? Polyphemus: (Slapping his large belly, fondly) Well, I’d hardly call it a diet!

Winter Assembly for Key Stage One Cast of 30 - easily adaptable up or down Duration: Around 10 - 15 minutes. This length can be extended by the addition of suggested poems. Brrrr! .... surely there's a bit more to be said about winter than this?! Well, if left to our cast it would just be the sound of snoring - any excuse to follow the lead of that hibernating hedgehog. Fortunately, you can always rely on a bit of Disney to revive flagging spirits - plus some snowball fights and a few words from our rockin robin! This is one of a set of plays on The Seasons - all available as separate purchases. Sample Text (Enter group of children all dressed in winter clothes) Child 23 – 27: (Together) We’re all warm! Narrator: And how is that? Child 23: I have a warm woolly hat! Child 24: I have a warm woolly scarf! Child 25: I have warm woolly gloves! Child 26: I have warm woolly socks and welly boots! Child 27: And we all have Child 23 – 27: Warm woolly coats to keep us warm! (Exit group of children) Narrator: Hmm! Warm and woolly seems to work! Music 5 Rockin Robin – Michael Jackson (Enter Robin/Child 28 dancing to song that is sung by rest of the cast) Narrator: (Applauding) Well, that was very upbeat! (To robin) You don’t seem to have any problems with the cold weather! Robin: Well, it’s not always easy, you know! And I am always grateful to those kind people that leave me food out in their gardens! Narrator: Well, you are our favourite national bird Robin: And those Christmas cards just wouldn’t be the same without me, right? Narrator: Right! (Exit Robin) (Sound of loud snoring, from the cast) Narrator: Hey! What’s going on? Music 6 All I have to do is dream – Everly Brothers (Optional excerpt – first couple of bars) (Enter very sleepy hedgehog/Child 29) Hedgehog: (Rubbing eyes) Oh! Where’s my bed? I must have sleepwalked off, by mistake!

The Pied Piper of Hamelin Class Play or Assembly This script, based on the poem by Robert Browning, has a cast of 30 and duration of around 20 minutes. It has a very welcome ‘twist’ of the tail (thinking rats, here) which will warm the hearts of everyone, especially animal-lovers. As one of the lines clearly states ‘No animals were harmed during the production of this play!’ Sample Text: Mayor: They fought the dogs and killed the cats, And bit the babies in the cradles, Councillor 1: And ate the cheeses out of the vats, And licked the soup from the cooks’ own ladles, Councillor 2: Split open the kegs of salted sprats, Made nests inside men’s Sunday hats, Councillor 3: And even spoiled the women’s chats, By drowning their speaking, Mayor: With shrieking and squeaking In fifty different sharps and flats. (Everyone turns to the rats to see their reaction. Rats all stand with arms crossed, looking furious – and then all suddenly burst out laughing) Mayor: What’s so funny? Councillor 1: Yeah! Councillor 2: I wouldn’t be laughing Councillor 3: If I were in your shoes! Rat 1: (Shaking his head) Where do you get all this stuff? Rat 2: We weren’t the guilty ones! Rat 3: OK so we might have nibbled at the odd piece of cheese Rat 4: And maybe the odd sip of soup. Rat 5: But fought with dogs? Rat 6: Killed cats? Rat 7: Bitten babies? Rat 8: Drowned ladies speaking with shrieking and squeaking? Rat 1: Are you serious? Rat 2: Do we look like we could take on cats and dogs? Rat 3: Or babies! Have you heard one screaming recently? (All rats cover their ears) Rat 4: Now that is a noise to deafen even the chattiest of ladies! Rat 5: You paint a totally false picture of us rats. Narrator: But you do come with something of a reputation! Rat 6: Oh, you mean that Bubonic Plague thing? Narrator: Well, yes. That did wipe out a rather large percentage of the human race! Mayor: (Triumphantly) There you go! Rat 7: But it taught you lot to keep cleaner afterwards! Rat 8: Clear up your own rubbish! Rat 1: Shame they didn’t clear out some of the human variety! Mayor: (Exploding) Pardon! Narrator: (To Mayor) It has to be said, your townsfolk didn’t seem to think very highly of you! Pied Piper: And with good reason! Let me pick up the story here. (Narrator gestures for everyone else to return to their seats) Pied Piper: You see, I’d heard that the town of Hamelin wanted to be rid of their rats! (All rats jump up in indignation) Pied Piper: (To rats) Sit down, gentlemen, please. I have other ‘rats’, if you’ll pardon the expression, to deal with! (Pointing to Mayor and Councillors) This lot! Other poems that writer Sue Russell has turned into plays have been: The Listeners, The Highwayman, Smugglers’ Song and If – all available off TES.

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.

Rumpelstiltskin play This is an alternative version of the original Brothers Grimm version. Cast of 6, reading time approximately 20 minutes Includes: Synopsis of original fairy tale, play script, teaching input, discussion and suggested follow up activities. This script can be used for performance - as an assembly/class play; or as a guided reading script with built in lesson plan (as described above). This is the first of a series of 'alternative' fairy tales written by Sue Russell - coming up: Rapunzel, Hansel and Gretel, Little Red Riding Hood, Cinderella, Snow White, Sleeping Beauty - these last three already available as assemblies/class plays, cast size 30 (easily adaptable up or down). Snow White also available as a pantomime. Rumpelstiltskin Sample Text: Narrator: Good morning. And welcome to one of our favourite fairy tales (Enter Rumpelstiltskin) Rumpelstiltskin: Rumpelstiltskin! That’s me! Narrator: A veritable fiend! Villain! Crook! Rumpelstiltskin: (Interrupting) Er, wait a minute! Are we talking about the same fairy tale? (Narrator consults his notes) Narrator: Well, I think so. Weren’t you the horrible little Rumpelstiltskin: (Interrupting) Could you be just a tiny bit less offensive? I mean, ‘horrible’, ‘little’. Aren’t there any rules on political correctness here? Narrator: (Apologetically) Oh I’m sorry. You're right (Putting script to one side) I’ll try not to follow this quite so much (Rumpelstiltskin walks over and takes a look at the script) Rumpelstiltskin: (Snorting) Pah! As I thought! Those Brothers Grimm! The way they described their characters! They’d never get away with it today! ‘Little man’ indeed! How would they like to be vertically challenged? Narrator: You know, I do sympathise with you. I think you have a right to feel the way you do! Rumpelstiltskin: Well, thank you Narrator: But that doesn’t completely excuse your behaviour. Rumpelstiltskin: (Exploding) My behaviour? What about that of the king and the girl’s own father?

Snow White Play cast of 6 An alternative to Brothers Grimm version This is one of a set of 'alternative' fairy tales based on those written by Brothers Grimm but re-written, just as they did! This alternative Snow White play can be used for performance or as a guided reading text. Cast of 6, reading time around 15 - 20 minutes Purchase includes: Synopsis of original fairy tale, play script, teaching input, discussion and suggested follow up activities. Other cast of 6 alternative plays: Rumpelstiltskin, Rapunzel, Little Red Riding Hood, Hansel and Gretel, Cinderella and Sleeping Beauty - Cinderella, Sleeping Beauty and this one also available as assembly/class play cast size 30 (easily adaptable up or down). Snow White also available as a pantomime - cast of 30 or 60. Sample Script Narrator: Good morning and welcome to (Enter Snow White, followed by shrieking Queen) Queen: (Angrily) Snow White? What are you doing here? Snow White: Oh! I was just about to set off into the woods with the huntsman, as you ordered. Queen: (Sweetly) Ah! That’s all right then! I just wanted to wish you a wonderful day! Snow White: How kind! I am rather looking forward to going out! Everyone says how pale I look! Queen: Exactly! Most unattractive! I’m sure a day in the woods will do you and your complexion the world of good! (Exit Snow White, waving) Queen: Ugh! Horrid ugly child! (Mirror, who has been standing silently to one side, suddenly ‘comes to life’) Mirror: Well I wouldn’t .. Queen: (Interrupting) Oh do shut up! How many more times do I have to tell you? I am the fairest of them all! Mirror: But I always give you the truth! Queen: Which I do not need to hear around the clock, thank you very much. And anyway, you’ll soon be changing your tune! Mirror: What do you mean? I can’t sing! Queen: (Rolling eyes) No, what I meant was, you will give me a different answer next time I ask you that question Narrator: (Holding up script) Oh, I think I know what that one is! Queen: And who asked you? Narrator: (Indignantly) Well, really, madam! There’s no need to be quite so churlish! I am supposed to be directing this story, you know! Queen: (Dismissively) Huh! What’s to direct? (To Audience) We all know the story of Snow White and the Seven Dwarfs, right? Narrator: Well, you may think you do. But haven’t you heard? Fairy tales are being rewritten all the time and Queen: (Interrupting) Oh really? You mean, someone might see me in a more favourable light? Narrator: Who knows? If you play your cards right who knows what might happen? Queen: Ooh. Now you’ve got me interested! You’ve no idea how tedious it is being cast and re-cast as a baddie!

Miracles of Jesus Assembly and/or Guided Reading Scripts This assembly can be used as a class play (for performance) or as a set of guided reading scripts within the classroom – there are a set of questions for class discussion included in the Production Notes. The five plays within this assembly are: Turning Water into Wine Feeding the Five Thousand Walking on Water The Raising of Lazarus from the Dead Healing Miracles including Healing the Man Born Blind Cast of 30 - Narrator plus Student, with cast of 5 for the first 4 plays and then cast of 8 for the fifth. Duration: Around 10 – 15 minutes not including hymns Sample Text: Music 1 Love Divine All Loves Excelling hymn (Cast files into hall, seating themselves along two rows of fifteen seats, facing the audience; Narrator and Student standing to one side) Narrator: Good morning and welcome to our assembly on Cast: (Together) Miracles! Narrator: The miracles of Cast: (Together) Jesus! Student: Wow! This should be amazing! I’ve never seen miracles performed live before! Narrator: And I wouldn’t count on seeing any here today! Student: (Protesting) But Narrator: (Interrupting) But nothing! Jesus never intended his work to be seen as magic! He was not there to entertain but to teach. Student: (Stifling a yawn) If you say so! Narrator: I most certainly do! So, if you don’t mind, we’ll get going with the very first miracle Jesus performed at that Wedding in Cana. Music 2 Hymn – Lord at Cana’s Wedding Feast Play 1 Water into Wine Miracle (Enter Jesus, bride, groom, servant 1 & 2) Jesus: Was ever there a happier occasion than a wedding? (Bride and groom talking together in worried tones) Bride: What are we to do? Groom: This is a disaster! Jesus: But wait? What is the matter with our happy couple? Servant 1: Have you not heard? Servant 2: The wine has run out!

Great Artists Assembly or Class Play - Key Stage I Bruegel and Lowry Script Cast Size - 30 - easily adaptable up or down Duration - around 10 - 15 minutes depending on time spent on children's own artwork. (There is a section of the script dedicated to children showing and describing their own work - this section can be omitted thus reducing duration to around 5 - 10 minutes) Sample Script Bruegel: Oh well! Let me tell you now! I had to disguise myself as a peasant Child 12: Why? Bruegel: Oh so that I could see what it was like …. being a peasant! Child 13: And what was it like – being a peasant? Bruegel: Well, I try to show that in my paintings. Teacher: You see, children. Up to this time, only kings and queens and people with lots of money were painted. Narrator: Lucky for us Bruegel came along – and showed us how the poor people lived! (Bruegel goes back to work at his easel) (Lowry looks up from his work, and stands up) Lowry: So did I! Narrator: Pardon? Lowry: I also showed what it was like to be a worker! (Narrator walks over and holds up Lowry painting, to show cast and audience) Child 14: (To Teacher) That’s like the pictures you showed us, Miss! Teacher: Quite so! Child 15: They show us how people lived in the industrial cities of England. Child 16: Smoking factories Child 17: Long streets Child 18: Long people! Narrator: Pardon? Child 19: Oh, he means – the people look a bit like matchstick men! Lowry: (Laughing) That was my style! This script is one of the Famous People Series based on the lives of significant individuals in the past who have contributed to national and international achievements, comparing aspects of life in different periods. This list of ‘greats’ includes: · Queens - Elizabeth I and Victoria · Explorers - Christopher Columbus and Neil Armstrong · Inventors - William Caxton and Tim Berners-Lee · Women: (i) In Civil Rights - Rosa Parks and Emily Davison (ii) Nurses - Florence Nightingale, Mary Seacole and Edith Cavell. I am happy to write on alternative individuals as per my 'write on request' service - so please drop me a line on sue@plays-r-ussell.com

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 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!

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!

Great Mysteries of the World Assembly In the hands of the great Sherlock Holmes, how can there be so many great mysteries of the world still unsolved? Read on! Cast of 30. Reading time around 10 minutes. Mysteries (7): • King Arthur • Building of Ancient Egyptian Pyramids • Stonehenge • Lost Minoan Civilization • Eldorado • Loch Ness Monster • Bermuda Triangle Sample Text: (Silence ensues as Narrator, Sherlock Holmes and Dr. Watson await next ‘mystery’) Narrator: (Impatiently) Next! (More silence) (Narrator looks through his notes in agitation) Narrator: Now, let’s see. That Minoan Civilization! Where have they got to? Sherlock: Er, I think that’s just the point! You see, they disappeared around 1450 BC. Narrator: What do you mean, disappeared? Sherlock: (Mimicking waving a wand) Vamoosh! Gone! Narrator: OK so can we lose the crazy wizard act? Or did Arthur leave his Merlin behind? (Enter Arthur Evans) Arthur Evans: Well, luckily for us, much of the great palace at Knossos remained so we can at least find out lots about how the Minoans lived. Narrator: And you are? Arthur Evans: Archaeologist, Arthur Evans! Sherlock: Ah, an earthy detective! Arthur Evans: Yes, you could say that! Not afraid to get my hands dirty! Watson: All that scrabbling around in the ground – not quite my cup of tea! Arthur Evans: Ah but the rewards are great! To unearth all 1,500 rooms of that Minoan palace – to say nothing of the fact that Crete is a delightful Greek island on which to vacation! Sherlock: Hmm. I guess it beats the dirt and grime of our Victorian back streets! Arthur Evans: Indeed. And such a lovely climate. You know Narrator: (Interrupting impatiently) Gentlemen! Gentlemen! We are not here to discuss possible holiday destinations! What I want to know is, what happened to the people who built and lived in this great palace that you speak of?