I have just started adding my plays to TES (over 400)!but this will take time! All my assemblies/class plays and guided reading scripts are on www.plays-r-ussell.com and I am happy to write on request. I have converted the entire History Key Stage II curriculum into play format - and much of the other subjects such as Science, Geography, PSHE etc. I cover events such as the Olympics and have received great feedback from teachers around the world! Writing is my passion - hope you enjoy my work!
I have just started adding my plays to TES (over 400)!but this will take time! All my assemblies/class plays and guided reading scripts are on www.plays-r-ussell.com and I am happy to write on request. I have converted the entire History Key Stage II curriculum into play format - and much of the other subjects such as Science, Geography, PSHE etc. I cover events such as the Olympics and have received great feedback from teachers around the world! Writing is my passion - hope you enjoy my work!
Robots Assembly
When is a human not a human? When is a robot not a robot? Our unsuspecting Narrator is just about to find out the hard way! As are those androids - when having a sense of humour is not enough!
Cast size: 30 (easily adjustable up or down)
Duration: around 20 minutes (depending on amount of music used)
Sample Text 1:
Music 1 – I Can Transform Ya – Chris Brown
(Children file in, sitting down in two rows of fifteen, facing the audience)
Narrator: Good morning and I am happy to introduce you to my magnificent cast
(Narrator gestures to cast to rise)
(Whole cast rises to its feet)
Whole Cast: (Robotically) Good morning! ... Very pleased to meet you!
(Narrator gestures to cast to sit)
(Whole cast sits down)
Narrator: What a well-behaved lot! (Aside to audience) I can see I’m going to enjoy this particular assembly … (pointing to cast) … on robots, in case you hadn’t guessed. Sure beats my usual task of directing noisy, badly behaved children!
Sample Text 2:
Group III: (Together) How did you guess?
Narrator: Oh, when you’ve been around children as long as I have, you come to know them pretty well.
Child 7: But they’re human aren’t they?
Narrator: Hmm. Now, there’s a question!
Child 8: But, they laugh and cry, don’t they?
Child 9: Weren’t we convincing enough?
Child 10: We laughed at all the jokes
Child 11: We even laughed in all the right places!
Child 12: We cried during that soppy song
Child 13: Real tears!
Child 14: We showed all the emotions you humans go on about!
Child 15: So where did we go wrong?
Child 1: I think we can answer that.
Child 2: No human child, with half a brain, would find those particular jokes funny!
Child 3: Truly lame is what they were!
International Children's Book Day Assembly or Class Play
This script was written in celebration of International Children's Book Day April 2nd 2017 including characters from Horrid Henry, Peter Pan, The Gruffalo, Charlotte's Web, Captain Underpants, Matilda, The Tales of Narnia, Alice in Wonderland and The Very Hungry Caterpillar.
NB This is the same script as World Book Day Assembly but adapted to International Children's Book Day.
Cast of 30 (easily adapted up or down)
Duration: Around 20 minutes not including music suggestions
Sample Text:
Narrator: Thank you! Of course there is so much to celebrate in the world of literature! All those wonderful inspirational characters!
(Enter Horrid Henry, scowling)
Horrid Henry: Dah! I suppose you’ve got a whole line up of squeaky clean characters for us today? Just got one word to say to that – BORING!
Narrator: And you are? (Pauses) Oh, don’t tell me – Horrid Henry!
(Aside to Audience) A shame he had to start us off today! Definitely not one of our more likeable characters!
(To Henry) Now, if you don’t mind, I do have a lot of other, shall we say ‘more wholesome characters’ to introduce!
Horrid Henry: (Scowling) Please yourself!
(Exit Horrid Henry, giving exaggerated ‘yawns’)
Narrator: (To Audience) Oh dear! Sorry about that! Let’s see if we can ‘raise the bar’ a little!
(Peter Pan ‘flies’ onto the stage)
Narrator: Ah! Peter Pan! How nice to meet you!
Peter Pan: The pleasure is all mine!
(Enter Wendy and Tinkerbell)
Peter Pan: I’d like you to meet
Wendy: (Curtseying) Wendy (looking at Peter Pan adoringly) Darling!
Tinkerbell: (Trying to ‘swoosh’ Wendy out of the way) And Peter’s favourite, Tinkerbell!
Peter Pan: (Laughing) Now, now Tinkerbell! We have spoken about that jealousy thing!
(Tinkerbell pulls a face, sulking)
Wendy: Oh but she’s so adorable! You can’t be cross with her for long!
(Enter Horrid Henry)
Horrid Henry: What was I saying about those yukky sugary-sweet characters? Time to introduce some more interesting ones!
(Horrid Henry beckons to Captain Cook and Crocodile)
(Enter Captain Cook and Crocodile, snapping at Narrator’s heels)
Narrator: (Angrily) Who let this beast on here? (Glaring at Horrid Henry) Oh I might have known you’d be up to no good!
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.
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!
Olympic History Class Play (one of collection of 10 scripts)
This assembly, written by Sue Russell, covers the history of the Olympics, starting with its origins in Ancient Greece. All the host nations are presented in a fun coverage of both events and stars.
Featuring the 18 countries that have so far hosted the Olympic Games, plus Brazil (2016 host), each gives a brief summary of their 'contribution' to the Games' history so far.
Sample Text:
1. Simply the Best - Tina Turner
(Children file in, waving flags triumphantly)
Coubertin: Good morning and welcome to our class play on The History of the Olympics - when nations compete against each other, in the most sporting manner.
(19 nations stand up with flags, cheering loudly)
(Zeus plus 3 Ancient Greeks stride onto stage, folding their arms in front of them, taking up an aggressive stance)
Coubertin: ‘Course, it wasn't always like that. Back in 776 BC it was only athletes from across Ancient Greece who competed.
Zeus: In my honor!
Sostratos: 5 days
Leonidas: 7 events
Kallipateira: (Scowling) And no women!
Coubertin: Ah! The good old days! When men were men, and women were women!
Kallipateira: I thought you were here to represent the Modern Olympics?
Coubertin: Indeed I am. And you're about to see just how many changes took place over the years
Zeus: Not necessarily for the better! (Looking around) I can't see any of this lot paying me homage! And what are those women doing, mingling with the men athletes?
Coubertin: (In disgust) They're competing too!
Other scripts available:
1. Brazil - Host Country to 2016 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. Rio 2016 Olympic Games Assembly: history and events - combined script including Olympic Ode
6. Olympics Assembly for Key Stage 1 Rio 2016
7. 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!
plus
OLYMPIC ODE
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!
Lent Assembly or Class Play
So, what are you giving up this Lent? As usual, our poor narrator has dubious task of coaxing sensible - make that, any - sort of response out of his reluctant cast! And as for even thinking about giving up chocolate - well, let's just say, the devil knows better!
Although there is the usual high quotient of humour in this play, the subject matter is serious - and there is a clear explanation covering what Lent is all about.
Duration: approximately 10 minutes reading time - longer with inclusion of mixture of beautiful and comical music.
Written for cast of 30 - easily adaptable up or down.
Sample Text
Child 5: Lent covers a period of forty weekdays – that’s approximately six weeks but not including Sundays.
Child 6: During this time Christians traditionally devoted themselves to fasting, abstinence and penitence.
Child 7: In other words, leading a less extravagant lifestyle and reflecting on how they could improve themselves.
Child 8: You mean, recognising their faults and doing something about it?
Child 7: That’s right.
Child 9: Hmm. Fair enough. But going without food for forty days? I’m not sure about that one!
Child 6: Nah! You remember I used the word ‘traditionally’? Well, Christians have become a lot more relaxed about fasting these days. Most people today just give up something like, well, chocolate for example!
Child 10: (Exclaiming indignantly) Chocolate? Going without chocolate for forty days? Are you serious?
Narrator: Oh come on! Surely you could survive without chocolate for forty days?
Child 10: (Emphatically) I don’t think so!
Narrator: Forty hours?
Child 10: No!
Narrator: Forty minutes!
Child 10: (Hesitantly) Hmm, maybe
Narrator: (Impatiently) Forty seconds?
Child 10: (Triumphantly) Done!
Narrator: So let’s talk about what this Lent is all about.
(To Child 10) And then we might have some ideas about what to do with you!
Why, for example, does Lent last for forty days?
Child 11: This was the period of time Jesus spent in the wilderness, fasting and praying, before beginning his public ministry.
Child 12: The wilderness? Sounds like a pretty scary place to be!
Child 13: It was! Let’s see just how scary it was and how Jesus dealt with it!
International Day of Happiness Assembly
A play to make you smile - I hope!
Cast of 26 - easily adaptable up or down
Duration - around 20 minutes depending on number of quotations, jokes and music suggestions included.
Sample Text:
Music 1 What a Wonderful World - Louis Armstrong
(Enter 2 grumpy young girls, alias GYGs, and 2 grumpy young boys, alias GYBs, holding their hands over their heads)
GYG1: What a din!
GYB1: Somebody turn off that music!
GYG2: Yeah! I’ve got a headache!
GYB2: Me too! And it’s getting worse by the minute!
(Enter Narrator)
Narrator: (Coughing) Er excuse me! But hasn’t anybody told you what day it is today?
GYG1: Not Monday, I hope. Worst day of the week!
GYB1: Nah! Every day of the week’s bad … when you’re having to spend it at school!
Narrator: Enough! Where did you lot crawl from? The wrong side of bed perhaps?
(Falls about laughing)
GYG2: (Sarcastically) Oh! I see we have a joker in our midst!
GYB2: (Sarcastically) Oh! What fun!
Narrator: Now, come on, you miserable lot! This really won’t do!
(Pauses and looks towards rest of cast)
Looks like we’re gonna have to tell them what day it is. Let’s hear it …
Cast: (Shouting) International Day of Happiness!
(Everyone holds up a smiley face)
Narrator: And what do we do on International Day of Happiness? We
Cast: (Shouting) Smile!
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
Our School's Got Talent Leavers' Assembly
With a panel of judges drawn from teaching staff and school students, is there any possibility of justice - when it comes to judging the contestants?!
Cast Size: 15 – 30 (For larger cast – up to 90 – see Production Notes)
Duration: Around 20-30 minutes (to up to an hour – see Production Notes)
Sample Text
Music 1 - John Williams: Summon the Heroes
(Everyone files in and takes up places)
Head Teacher: Good morning and welcome to our Leavers Assembly for Year 6s. I have great pleasure in
(Sound of ‘ranting’ from off stage, as Rant and Heck ‘explode’ onto stage)
Rant: (Hysterically) Us? Today? Presenting a school version of Britain’s Got Talent?
Heck: Why, yes! Oh heck! Didn’t I mention this to you?
Rant: (Exploding) Didn’t I mention this to you? Well, of course you didn’t! Do you seriously think I would have agreed?
Heck: (Spluttering) But… but…
Rant: But… but… nothing! You’ve talked me into more than enough daft situations in the past – but not today!
Heck: (Turning to Head Teacher) Oh heck! This probably isn’t what you were hoping for?
Rant: And who’s this?
Head Teacher: I’m the head teacher of …… Primary School. (Advances towards Rant with outstretched hand) So pleased to meet you! Allow me to introduce you, Rant (pointing to Rant) and you, Heck (pointing to Heck) to our audience assembled here today! You’re just in time to kick off our 2016 Leavers Assembly!
Rant: (Incredulously) Kick off? Kick off, did you say? Well, if it’s Wayne Rooney … (pauses and mutters) …hmm, make that Lionel Messi - that you want to ‘kick off’ things today – you’re out of luck!
Heck: No! No! He doesn’t need an international football star! He asked for us!
Head Teacher: But if it’s too much trouble …
Heck: Oh heck! Of course it’s not! Rant and Heck at your service!
Other Leavers Assemblies by Sue Russell:
• Olympics Leavers Assembly
• School's Out Leavers' Assembly
• It’s Good to be Me Leavers Assembly
• Leavers Assembly for Year 6s
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
Africa Assembly
This African Class Play covers North, South, East, West and Central Africa
Cast of 30 - easily adaptable up or down
Duration - 15 minutes without inclusion of music (playlist of 14 wonderful songs - this could double length of performance!)
With so much extraordinary wildlife, is there going to be any time left for just a mention of man's part in this vast continent?! Our trusty narrator will, as always, make sure this happens - striving as always to keep his cast members under control! He does, however, have his work cut out for him with this one - keen safari members, intrepid expeditionaries, dancing tribesmen, and Ancient Egyptians … all proving more than a match for the wildlife?!
Sample Text
Narrator: (Aside to audience) Phew! At least we were spared the music this time
Music 13 In the Jungle the Mighty Jungle – Lion King (opening lines)
Narrator: Oh no! I spoke too soon! Stop! You know what we need around here? A piece of real drama!
(Narrator beckons to Children 25-29 and after a quick ‘conversation’, children line up and address the audience)
Child 25: We would like to perform for you a brief African Adventure.
Child 26: Starring me, the great explorer David Livingstone
Child 27: And me, the equally great Henry Stanley.
Child 26: Er, wait a minute! Who said anything about being equally great? I was the explorer, remember? You just found me!
Child 27: Huh! Famous undoubtedly only because everyone remembers my words ‘Doctor Livingstone, I presume.’! My men and I
(Cheers from Child 28 & 29)
We went on to take part in the biggest African expedition ever.
Child 28: (Wiping his/her brow) Phew! It’s a bit hot for me, under this blazing African sun!
(Loud grunt/growl)
Child 28: (Screaming) Help! What was that?
Child 29: Maybe one of those fierce African tribes we’ve heard so much about!
Both: Run!
Child 28: Livingstone can stick his expedition!
Child 29: We’re off home!
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’.
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)
Stone Age to Iron Age Class Play
Cast of 30 – easily adjustable up or down
Duration: 15 to 20 minutes not including music suggestions
This is one of two scripts written by Sue Russell and was written for upper Key Stage II (9 – 11 year olds).
The second, Changes in Britain from the Stone Age to the Iron Age - also available off this website - was written as a simplified version of this one, for lower Key Stage II i.e. 7 – 9 year olds.
This script has a truly wide-ranging cast that includes a hunter gatherer, a farmer, some guys with ropes from Stonehenge, a 'Rolling Stone', a caveman, ape, cast of Ice Age, a Celt, Iron Man ... and a Narrator and Archaeologist that just can't seem to get on!
Starting 9 million years ago and running through all three 'ages': Stone, Bronze and Iron (yes, the play does take 'ages'!) this is an informative but, as usual, fun romp through history - with one long-suffering narrator!
I chose to try to explain a little about evolution and how Stone Age Man 'came about' so as to put the aforementioned Ages into context. There is a phenomenal amount of information to cover in this 'Unit' but I hope I have covered the most important changes in this class play. The guided reading scripts, which can be read in the classroom, to accompany this class play, will I hope offer a more comprehensive coverage of the subject, with the usual quizzes to assess knowledge gained.
Sample Text:
Whole Cast: (Together) The Stone Age!
Narrator: Ah! There we are! Now, that’s progress for you!
(Enter Hunter Gatherer)
(Narrator looks him up and down)
Narrator: Hmm. Well, maybe not that much progress!
(Exit Hunter Gatherer, shrugging his shoulders)
Child 9: (To Narrator, angrily) Patience! Evolution takes time! It doesn’t just happen overnight, you know!
Narrator: (Looking at his watch) I’m beginning to realise that. Now, where are we on that timeline?
Child 8: (To Narrator, impatiently) Around 2 and a half million years ago! Weren’t you listening? When man starting using stone tools! That’s why it’s called
Whole cast: (Together) The Stone Age!
Narrator: OK! We got that! But how do we know that’s when stone tools were used?
(Enter Archaeologist)
Archaeologist: (To Narrator) You asking more questions again?
Narrator: Well,
Archaeologist: (Interrupting) That’s OK! That’s why I’m hired to do my job! To give people like you evidence!
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!
Macbeth - Villain or Victim?
Shakespeare tragedy turned comedy? With a little help from McBinny, McGinnie and McNinnie (3 witches) Sue Russell 'turns things around' - following the original plot, but with countless laughs along the way!
Duration: Around 15 minutes (not including music suggestions)
Cast size: 27
Sample text:
(Enter Lady Macbeth, reading a letter, letting out intermittent exclamations of joy and shock)
Lady Macbeth: (Reading from letter) “they vanisht” … (Pauses) Witches, eh? My husband always did keep questionable company! (Reads) “missives from the king” … “Thane of Cawdor” .. “Hail, king that shalt be!” … (Pauses to reflect on what she’s just read) Well, well, well! It seems my husband has more going for him than I thought! Thane of Cawdor now, and soon to be king, no less! How’s that for quick promotion! Just as well he has an ‘iron maiden’ at his side! One who, unlike him, is not burdened with ‘human kindness’.(Aside) I shall make it my business to move matters along, as I see fit!
(Enter messenger)
Messenger: Excuse me, Ma’am. I am sent to inform you - The king comes here tonight.
Lady Macbeth: At such short notice? And my lord?
Messenger: He comes too!
Lady Macbeth: (Dismissing messenger with a flick of her hand) Fair enough! And fare you well!
(Exit messenger, bowing)
Lady Macbeth: The raven himself is hoarse that croaks the fatal entrance of Duncan under my battlements. (Adopts warrior ‘posture’, bracing muscles and performing pretend sword fight) Farewell, Lady Macbeth! Hello warrior woman!
(Macbeth enters, interrupting Lady Macbeth ‘in action’. Lady Macbeth ‘recollects’ herself, returning to former graceful ‘lady’)
Macbeth: (Bowing) My lady?
Lady Macbeth: (Spluttering) Who? What? Ah, tis you, my love! Fancy creeping up on me like that! You gave me quite a turn!
Macbeth: It looked like you were having ‘a bit of a turn’ yourself! Are you sure you’re all right? You look a little … agitated!
Awe and Wonder Assembly
This KS II class play is on awe and wonder – and there’s plenty of that about in the awesome world of nature!
Scoring a ‘WOW!’ proves a bit of a challenge for this particular set of children – it seems to take a lot to impress the ‘awe-full-not’ teacher who is taking the assembly!
Cast of 30 (easily adaptable up or down)
Duration - around 15 minutes not including music suggestions
This script is the first in a series of Awe and Wonder Assemblies – the second one being on Man Made Wonders – loosely based on the Seven Wonders of the World but probably with a lot more thrown in! There will be ‘parallel’ simpler scripts for Key Stage I children on this theme.
Sample Text
Narrator: So. Let us make sure this assembly is (pauses) awesome! What have you got for me?
Child 12: Well, we thought we’d start with all the most awesome places in the world.
Child 13: Aside from our school, of course!
Narrator: (Smiling) Of course!
Child 14: So, what about
(Each child in turn holds up a picture of the place they are describing)
Child 14: This great lump of rock!
Narrator: Great lump of rock? What’s so awesome about that?
Child 14: (Indignantly, to Child 10) What were you saying about adults? This lump of rock just happens to be Uluru – otherwise known as Ayer’s Rock, in Australia.
Narrator: Well, it does have a pretty amazing colour.
Child 14: Red sandstone! Formed six hundred million years ago!
Narrator: Wow!
(Whole cast cheers)
Child 10: Wow! We got a wow!
Narrator: Well, I’m not that hard to impress!
Child 14: Difficult not to be impressed by the world’s biggest monolith – that’s a single rock, by the way!
Narrator: Yes, yes. I knew that!
Child 14: And that it’s some nine kilometres in circumference?
Narrator: Hmm. Of course! I am a teacher, you know!
Child 15: Well. What about this. The Grand Canyon!
Narrator: More rocks?
Child 15: (Indignantly) Yes but these rocks form one of the deepest gorges on Earth!
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.
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
FREE Sport Relief Assembly
Every year I do something to raise money for Sport Relief - this generally in my capacity as a zumba instructor (guess what ‘sport’ is there in the script, representing Z on the sports list?!)
This script is about as versatile as I can make it - any cast size, any duration, any number of songs/music suggestions.
Good luck to everyone ‘doing their thing’ this year. My challenge is going to be ‘sitting still for one minute’ during each of my 15 zumba routines - a challenge beyond anything I have ever undertaken before! If you’ve ever been to a zumba class you’ll know what I mean!
Simple message to accompany this script - ENJOY!
Sample Text:
Child 26: Volleyball
Child 27: Weightlifting
Child 28: Wrestling
Child 29: Zumba!
Narrator: (To Child 29) I beg your pardon?
Child 29: Zumba! Would you like a demonstration?
Music 2 – Zumba number/Latin American music
(Child 29 ‘performs’)
(Loud applause from cast and audience)
Narrator: Magnificent! And I can see that dancing is just as energetic as all those other sports we’ve mentioned!
Child 1: (Fanning him/herself) Phew! All that hot Latin American music!
Child 2: But let’s not forget our winter sports!
Child 3: We have only just had those fantastic Winter Olympics!
Child 4: Who could forget
Child 5: The skiing
Child 6: Bobsleigh
Child 7: Figure skating
Child 8: Ice hockey
Next big sporting event – THE WORLD CUP! Check out assemblies, guided reading scripts and quiz on this wonderful theme! All available off TES and