Great Expectations – a play based on the book by Charles Dickens This script is one of a series ‘What the Dickens!’ : • A Christmas Carol • Oliver Twist • David Copperfield • Great Expectations • A Tale of Two Cities Cast of 15 Duration: Around 15 – 20 minutes Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike*Scroll down for review. Sample Text: Narrator: This is a tale of (pauses) Great Expectations. But please don’t allow yourselves to be fooled by the title. No. Sadly this is far from a tale of high hopes and their fulfilment. This is a tale that will take you to many dark places where you will meet many dark characters. Where treachery and skulduggery lurk in every corner. Where so-called gentlemen act as complete tyrants (pauses) and where ladies, frankly do not come out much better! (Sound of ‘clanking’ from a blacksmith’s shed) But wait! What is that I hear? Aha! A sound of decency. A bright ray of light shining through all this mirky darkness. (Enter Joe) Joe: (Laughing) Did I hear someone compare my job to something bright and shining? Narrator: (Shaking Joe’s hand) You did indeed! It’s so good to meet you! Joe: And very good to meet you too, my friend! Narrator: Ah, there you go! Warm and welcoming to everyone you meet. Never an unkind thought in your head. Always thinking the best of everyone! Joe: (Smiling) Well, it doesn’t pay to carry bitterness around with you. My wife sadly carries enough for two of us – and look how happy that makes her! (Enter wife) Wife: (Shrieking) Joe? Joe Gargery? Have you not heard me yelling your name this past half hour? Narrator: (Aside to audience) And there I was thinking the ear plugs were to protect his ears from the anvil! Wife: (Rounding on Narrator) And what is your business in these parts? Narrator: And a very good day to you as well, ma’am. I was just saying to your husband Wife: (Interrupting) That good for nothing waste of time! And don’t you go wasting any more of his time! He has work to do! Isn’t that right, Joe Gargery? Joe: If you say so, oh sweetness and light! Wife: Bah! Don’t you go thinking you can sweet-talk your way around me! (Pauses as she looks around) And where’s that other waste of space, my young brother, Pip? Up to no good, no doubt! Narrator: (Sarcastically) How lovely it must be to think so well of everyone around you! Review: These plays can be used in English lessons as well as Drama class. Dickens is a wonderful writer, but the sheer length of the novels and complexity of plot lines can be intimidating for students. Sue Russell’s plays are faithful to their originals yet also

David Copperfield This is one of a series of plays based on Charles Dickens’ books, What the Dickens! • A Christmas Carol • Oliver Twist • David Copperfield • Great Expectations • A Tale of Two Cities Oliver Twist is co-narrated by the narrator and Fagin, to illustrate what life was like in Victorian England. This one, David Copperfield, is co-narrated by the narrator and Charles Dickens, drawing many parallels between his own life and that of David Copperfield. Cast of 15 speaking parts Duration: Around 15 minutes Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike*Scroll down for review. Sample Text: Scene 5 Mr. Wickfield’s House (Mr. Wickfield looking old and frail, sitting in chair, with Agnes hovering over him in concern. Uriah Heep stands to the side, looking very pleased with himself, offering Mr. Wickfield one glass of wine after another) Uriah Heep: (Refilling Mr. Wickfield’s glass with wine) There you go, dear Mr. Wickfield. Just say the word! Anything I can do to help! (Enter David, taking glass off Mr. Wickfield and glaring at Uriah Heep) David: I’ll take that, thank you very much! Uriah Heep: (Gasping) What do you think you are doing? David: Saving Mr. Wickfield and his lovely daughter, that’s what (pauses) from you! Uriah Heep: Whatever do you mean? How dare you just flounce back into our lives after waltzing off to Switzerland! Agnes: (Gasping) Ooh, Mr. Heep! David was hardly ‘waltzing off to Switzerland’ out of choice! He’d just lost his beloved wife, Dora! David: Indeed! And without your kind support, as always, Agnes, I would never have made it through that dark time! Mr. Wickfield: Ah, you and Agnes were always so close! Like brother and sister! David: But times have changed (Agnes gasps in horror) Agnes: Have I done something to upset you? David: It’s not what you have done, beloved Agnes! (Turning to Uriah Heep) Just look at what this fiend has been trying to do to your father! Uriah Heep: (Gasping) What do you mean? David: You know perfectly well what I mean! Poisoning him with all this alcohol! Just so that you can help yourself to his daughter! Uriah Heep: (Smugly) There are worse fates than being married to me, I can assure you! David: You think so? Hmm. I think we’ll agree to disagree on that one! Review: Sue Russell’s plays are faithful to their originals yet also brilliantly condensed without any loss of key material.

Oliver Twist – A Play Based on the Novel by Charles Dickens Cast of 15 speaking parts; or Cast of 30 if including non-speaking parts Duration: Around 15 minutes not including song suggestions Oliver Twist, following on from the popular Christmas Carol, is the second in a series of Charles Dickens adaptations – the others being David Copperfield, Great Expectations and A Tale of Two Cities. Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike. Whilst sticking to the original story, this one has a much happier ending for everyone; and has Fagin ‘putting our Narrator right’ on what it was actually like to live in Victorian England. Sample Text: (Enter Fagin, marching over to Narrator) Fagin: (Threateningly) Criminal classes, eh? Oh, and I suppose you’d know a lot about what it was like to live in Victorian times, would you? Narrator: (Spluttering) Well, er, now you come to mention it (pauses) no, not really. Fagin: Well, allow me to fill you in. Let’s start with how hard it could be especially if you were poor. Narrator: (Huffily) Well, I’ve no doubt there was social welfare for those who needed it. Fagin: (Exploding) Social welfare? I’ll show you social welfare! Come with me. My, are you going to have your eyes opened! Music 2 – Food Glorious Food Scene 1 The Workhouse (Fagin takes Narrator to one side as workhouse inmates line up, holding bowls and spoons, with Mr. Bumble standing at the front, ladling out the gruel; Oliver is last in line) Narrator: (To Fagin) Why are these children dressed in rags? And why are they so filthy? And what is that terrible smell? Fagin: So many questions! Well, to start with, those rags are all they have! Appearances aren’t too important when you are just trying to stay alive! Narrator: But where are their parents? Fagin: (Laughing) They have no parents! They’re all orphans. They have nowhere to go but the workhouse! (Pauses) And before you ask, that’s gruel they’re getting in those bowls! Pretty disgusting but, like I said, keeps them alive. Better that than dying on the streets. (Oliver takes his bowl and sits with the rest; then gets up and stands in front of Mr. Bumble a second time) Also available: Victorian Assembly/Class Play; and Meet the Victorians – set of guided reading scripts.

The Real Christmas Experience Assembly – at super low price in tune with festive spirit! Cast of 30 – easily adaptable up or down Duration – around 15 minutes not including music This script identifies some of the highs and lows of Christmas … in a fun way! It is not intended as a lecture but just an offering of some guidelines towards staying sane, making the Christmas period an enjoyable experience, minus all the spending, hype/expectation etc. On the downside it offers probably the worst jokes you’ll hear over the festive season – best served up with a public elf warning! Sample Text Narrator: I mean, a Christmas without presents? Whole Cast: (Together) Unthinkable! Child 2: But I think it’s important to remember how much nicer it is to give than to receive. Narrator: That’s true. It brings far more joy. I love seeing everyone’s faces as they open their presents. Child 1: But Narrator: Oh no. Not you again! Anyone would think your last name was truly Scrooge! Child 1: I’m just telling it as it is! I mean, we all have stories to tell of the ‘not so perfect Christmas’. Child 2: Like when my mum forgot to take the turkey out of the oven. Burnt to a cinder, it was! And so we had to make do with just Brussel sprouts and carrots! Child 3: Yes, I remember our dad nearly setting the house on fire whilst lighting the Christmas Pudding. Child 4: And the star getting lost during the school nativity – which nearly resulted in half the teachers having a nervous breakdown! Child 5: And the year I had such a bad cold I couldn’t utter a croak during the carol service! Child 6: And the year every one of my family managed to fall out with each other! Child 7: Yes, so much for ‘tis the season to be jolly’. That’s sometimes way off the truth. Narrator: Now, I wonder why that is? I mean, with everything that’s going on, how could you not have a good time? Child 8: But that’s just the point! There’s way too much expectation! Child 9: Everybody is expected to have the best time! Child 10: And so often this can result in you having the very worst time! Child 11: You’ve only got to watch Christmas EastEnders to see that in practice!

Be Inspired New Year Class Play or Assembly Cast Size 30 – but this number can easily be adapted up or down. Duration Around 20 minutes. The performance can be extended by the addition of more jokes and poetry. Do you feel the need for a large dose of inspiration in order to start 2020? Look no further, here’s the script for you! A whole month’s worth of quotations that will give your students plenty to aspire to! Sample Text: Music I – I’m So Excited – Pointer Sisters (Whole cast ‘dances’ in, seating themselves along two rows of fifteen seats, facing the audience) Narrator: (To cast) Are we all feeling inspired, that is the question? (Everyone cheers) Narrator: Now, that’s how I like to start an assembly! Lots of enthusiasm, zest, passion Child 1: Yes, yes, we get all that! But where are we going with all this good feeling? Narrator: Well, I’m kind of hoping it’s going to last (pauses) at least until the end of January! Child 2: (Shaking head) Ooh, I wouldn’t count on it. I mean, that’s thirty-one days you’re talking about! Narrator: I know it’s a lot to ask but, well, it’s good to have things to aspire to along the way! As to how we’re going to achieve such a long-term goal Child 3: (Interrupting) Oh, that’s simple. We just have to get inspired! Child 4: We’ve been doing some research and we’ve come up with some pretty inspirational stuff! Narrator: (Clapping hands) Excellent! Then, take it away! Child 5: So, it’s all about behaving in the right way. Narrator: (Aside to audience, incredulously) Every day through January? Seriously? That would have to be seen to be believed! Child 6: We have actually managed to find ‘inspiration’ for every day of the month, for each of the thirty-one days, starting with Child 7: January 1st. Here comes the first of the many inspirational quotations we found.

The Tales of Beatrix Potter – adapted and revised, Part Four Tales 16 – 21 This is the fourth and final part of a four-part series of plays including: The Tales of: • Samuel Whiskers • The Pie and the Patty Pan • Ginger and Pickles • Little Pig Robinson & The Story of A Fierce Bad Rabbit and The Story of Miss Moppet The collection of twenty-one tales is available in four parts, Parts I, II, III and IV Parts I, II and III have five scripts each; each of these scripts taking approximately five minutes to read, with six speakers each – the exception in Part III being The Tale of Mr Tod which is the longest script in the collection at 15 minutes. These six scripts in Part IV are generally shorter than the scripts in the rest of the collection – especially the last two which hardly qualify as tales. There are a total number of 30 speakers. And unlike Parts I, II and III there are no question and answer sections. These plays are simple adaptations/conversation pieces based on Beatrix Potter’s tales, for use within the class room. They can either be used as group readers or combined to create a whole class play/assembly. The Tale of Samuel Whiskers (tale number 16) Cast of 7 Narrator Mrs. Tabitha Twitchit Tom Mrs. Ribby (Cousin and neighbour to Tabitha) Old man rat (Samuel Whiskers) Old woman rat (Anna Maria) John Joiner (dog) If only Tabitha had been a more disciplined parent! Easy enough to say after the event but nobody wants to end up as a dumpling! Not even the naughtiest of kittens – who probably deserved it! Sample Text Narrator: Cats, rats and a dog – this should be lively! Mrs. Ribby: I blame the parents! Tabitha: You would! So easy to judge others Narrator: (Intervening) Ladies! Ladies! Tabitha: (Petulantly) Well, it’s true! What would she know about bringing up three naughty kittens? Mrs. Ribby: Try asking yourself why they were naughty? Old woman rat: It’s very easy to find fault with others Old man rat: We should know! We’re rats! Nobody ever gives us a second chance! John Joiner: Well, you do come with something of a reputation!

The Tales of Beatrix Potter Guided Reading Part III This is the third of a four part series of plays including: The Tales of : • Mrs. Tittlemouse (cast of 6) • Timmy Tiptoes (cast of 6) • Johnny Town-Mouse (cast of 3) • Mr. Tod (cast of 7) • Pigling Bland (cast of 8) These five scripts are of varying lengths but take approximately five minutes each to read, with the total number of speakers at 30. The exception is The Tale of Mr. Tod which is around 15 minutes reading time – this the longest script in the collection. These plays are simple adaptations/conversation pieces based on Beatrix Potter’s tales, for use within the class room. They can either be used as group readers or combined to create a whole class play/assembly. They can be used as PSHE/Citizenship and/or Literacy resources – there are many tips on behaviour both within the scripts and afterwards, in the Q & A/Discussion sections. In the case of the latter, these offer a very simple line of questioning – they are intended as a starting point for further discussion and can of course be expanded beyond this simple format. Tale 11 The Tale of Mrs. Tittlemouse Cast of 6 Mrs. Tittlemouse (Thomasina) Beetle Ladybird (Mother Ladybird) Spider Bumble Bee (Babbitty Bumble) Toad (Mr. Jackson) How can you feel anything but total sympathy for Mrs Tittlemouse – so house-proud and having her spotless house invaded by so many uninvited (and extremely messy) guests? Especially Mr. Jackson – who definitely needs familiarising with the expression ‘outstaying your welcome’! Sample Text: Mrs. Tittlemouse: (Indignantly) But none of you were invited! You all just let yourselves in! Beetle: Are you calling us trespassers? Ladybird: You who told me my house was on fire? Mrs. Tittlemouse: Well, I had to get rid of you somehow! Spider: And there I was, just looking for Little Miss Muffet! Mrs. Tittlemouse: And leaving trails of cobwebs behind, wherever you went! Bumble Bee: (Tutting) Zizz, Bizz, Bizzz! Mrs. Tittlemouse: (Impatiently) Meaning? Bumble Bee: Zizz, Bizz, Bizzz! Mrs. Tittlemouse: (Sarcastically) Very helpful! Toad: I think what she is trying to say is Bumble Bee: (Interrupting angrily) Hey, I can speak for myself, thank you very much! Mrs. Tittlemouse: So, perhaps you can explain all that moss I found in my store cupboard? Bumble Bee: (Hesitantly) Well, it was, er, Mrs. Tittlemouse: Home to your family of bees! The cheek of it! Beetle: (Gasping) Ooh! You mean, she’d set up house (pausing) inside your house? Mrs. Tittlemouse: Exactly! Without so much as a please or a thank you! Ladybird: You mean, Babbitty Bumble just (pauses) moved in? Mrs. Tittlemouse: Quite so! (Pauses) So now can you see why I was less than accommodating to the rest of you? Beetle: Well, if you’re going to be taken advantage of like that, of course we understand. Oh dear! And there I was worrying about my dirty feet!

The Tales of Beatrix Potter Guided Reading Part II This is the second of a four part series of plays including: The Tales of • Mrs. Tiggy-Winkle (6 speakers) • Mr. Jeremy Fisher (6 speakers) • Tom Kitten (8 speakers) • Jemima Puddle-Duck (4 speakers) • and • The Flopsy Bunnies (6 speakers) These five scripts are of varying lengths but take approximately five minutes each to read, with the total number of speakers at 30. These plays are simple adaptations/conversation pieces based on Beatrix Potter’s tales, for use within the class room. They can either be used as group readers or combined to create a whole class play/assembly. They can be used as PSHE/Citizenship and/or Literacy resources – there are many tips on behaviour both within the scripts and afterwards, in the Q & A/Discussion sections. In the case of the latter, these offer a very simple line of questioning – they are intended as a starting point for further discussion and can of course be expanded beyond this simple format. Tale 6 The Tale of Mrs. Tiggy-Winkle Cast of 6 Narrator Lucie Tabby Kitten (Cat) Sally Henny-penny (Speckled hen) Cock Robin (Robin) Mrs Tiggy-winkle One of Beatrix Potter’s best loved characters – the adorable Mrs. Tiggy-Winkle. Accompanied here by some appreciative visitors. Narrator: So, where’s that wonderful hedgehog! I am so looking forward to meeting her! Lucie: (Crying) Oh no! Not another handkerchief lost! Whatever is happening to me? Narrator: (Aside) A little absentmindedness, perhaps? Just a suggestion! Lucie: (To Cat) Tabby Kitten! Have you seen them anywhere? Cat: ‘Fraid not! I don’t have much use for pocket handkerchiefs! See, I have paws! Lucie: (Sighing) Oh dear! Let’s try someone else. (To Speckled hen) Ah Sally Henny-penny! Have you seen my handkerchiefs anywhere? Speckled hen: (Sarcastically) What possible use would I have for a handkerchief? I have neither hands nor nose, or hadn’t you noticed? Lucie: (Sighing) Ah well, one more try! (To Robin) Cock Robin! Have you seen my handkerchiefs? Robin: (Indignantly) Why would I be interested in handkerchiefs? Narrator: Hmm, yes, sorry for stating the obvious but birds have beaks and claws – not noses and hands! Tale 7 The Tale of Mr. Jeremy Fisher Cast of 6 Narrator Jeremy Fisher Minnow Trout Newt (Sir Isaac Newton) Tortoise (Mr. Alderman Ptolemy) A frog who fishes? And doesn’t like the damp? Does this character have any amphibious traits at all? Read on to find out! Sample Text Jeremy: Hey, this is no confused frog, I’ll have you know! It’s everybody else that is confused around here! So, what if I went out on my boat to have a bit of fun fishing? Beats sitting around in that damp house! Trout: But frogs aren’t supposed to mind the damp. In fact, most frogs positively love it! Jeremy: No, what I meant was

The Tales of Beatrix Potter Guided Reading Part I: 5 plays including: The Tales of • Peter Rabbit • Squirrel Nutkin • Benjamin Bunny • The Two Bad Mice and The Tailor of Gloucester These five scripts each take approximately five minutes to read, with six speakers each. They are simple adaptations/conversation pieces based on Beatrix Potter’s tales, for use within the class room. They can either be used as group readers or combined to create a whole class play/assembly. They can be used as PSHE/Citizenship and/or Literacy resources – there are many tips on behaviour both within the scripts and afterwards, in the Q & A/Discussion sections. In the case of the latter, these offer a very simple line of questioning – they are intended as a starting point for further discussion and can of course be expanded beyond this simple format. Tale 1 The Tale of Peter Rabbit Cast of 6 Peter Rabbit Triplet sisters: Flopsy Mopsy & Cottontail Mother Rabbit Mr. McGregor A bowlful of chamomile soup – as punishment for trespass? No wonder so many of these furry creatures of the animal kingdom think they can get away with anything. Or can they? Time those rabbits had a taste of real discipline! Sample Text: Mr. McGregor: Yes, indeed. Up to his old tricks again – or heading that way! (To Mother Rabbit) Have you no control over him? Mother Rabbit: (Indignantly) I can assure you he will receive the severest punishment! Mr. McGregor: You mean, chamomile tea for supper? Flopsy, Mopsy and Cottontail: (Gasping in horror) Oh no! Not that! Mr. McGregor: (Shaking his head) And you think that is going to put him straight? (Flopsy, Mopsy and Cottontail all nod their heads) Mr. McGregor: (To Mother Rabbit) Seriously? (Mother Rabbit dips her head in embarrassment) Mr. McGregor: Strikes me we need to take a slightly different route. One which will teach the young fella a lesson but will be useful to him at the same time, keeping him out of mischief. Tale 2 The Tale of Squirrel Nutkin Cast of 6 Squirrel Nutkin Twinkleberry (brother) Cousin 1, 2 and 3 Mr. Brown (the owl) How much more irritating can one squirrel be? This one, going by the name of Nutkin, has annoying ways in spades. Definitely time he was taught a lesson! (Are we getting a bit of a pattern, here?) Sample Text Squirrel Nutkin: (Repeating) Each day? You mean I have to work for you as long as you say so? Mr. Brown: Aha! You’re cleverer than you look! Good to see you catching on so quickly. Correct! Squirrel Nutkin: (Spluttering) But, but I have a life! You can’t take that away from me? Mr. Brown: Watch me! You will have no life until you work out what you have done wrong.

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part IV This is the fourth of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 24 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part IV consists: Tale 16 The Tale of Samuel Whiskers Tale 17 The Tale of the Pie and the Patty Pan Tale 18 The Tale of Ginger and Pickles Tale 19 The Tale of Little Pig Robinson Tale 20 The Story of A Fierce Bad Rabbit Tale 21 The Story of Miss Moppet Cast of 24 plus Narrator (this role to be taken by the Class Teacher) The character, Ribby, does appear twice – she appears in The Tale of Samuel Whiskers and the Tale of the Pie and the Patty Pan; but for the sake of keeping the cast total at 24, she can be played by two different children. 6 groups: Group I (6 speakers) Mrs. Tabitha Twitchit Tom Ribby (Cousin and neighbour to Tabitha) Samuel Whiskers (Old man rat) Anna Maria (Old woman rat) John Joiner (dog) Sample Text Narrator: And so to The Tale of Samuel Whiskers. (Pauses) Goodness, is this one about Samuel Whiskers: (Interrupting) Me! A rat! Narrator: I have to say I am just a little surprised that it is your name in the title. Tabitha: A rat, indeed! Fancy! Ribby: A rat that nearly made a dumpling Tom: Out of me! John Joiner: That will teach you to misbehave! Group II (3 speakers) Ribby Duchess Dr. Maggotty Sample Text Narrator: Oh, I like this tale – about a pie and a patty pan! And a dinner party that went badly wrong (pauses) we’ve all been to one of those! Dr. Maggotty: But this one takes some beating! Narrator: I have to agree. I mean, let’s start with the fact it was a cat inviting a dog to dinner! Ribby: I was the hostess, Ribby! Duchess: And I the guest, Duchess! Dr. Maggotty: And I was the doctor Duchess: A magpie! Ribby: Called Dr. Maggotty! Narrator: What a name! I’m not sure I’d call on your services if I were ill! Group III (3 speakers) Ginger (tom-cat) Pickles (terrier) Henny Penny Sample Text Narrator: Oh dear! This is not such a happy tale! Ginger: We lost everything! Pickles: (Sighing) Everything! Henny Penny: And whose silly fault was that? Narrator: (Gasping) Oh surely we should show these two shop-keepers some sympathy? It’s not every day your business goes under. Henny Penny: But it was their fault! They gave everything away!

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part III This is the third of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 27 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part III consists of the Tales of: • Mrs. Tittlemouse (cast of 6) • Timmy Tiptoes (cast of 6) • Johnny Town-Mouse (cast of 2) • Mr. Tod (cast of 6) • Pigling Bland (cast of 7) Cast of 27 plus Narrator (this role to be taken by the Class Teacher): Assemblies Part I, II and IV all have a cast size of 24. This one, Part III, has a cast size of 27 – so to stay consistent with cast size of 24, 3 characters will need to ‘double up’ – unless there are 27 children available to take the 27 parts. 5 groups: Group I (6 speakers) Mrs. Tittlemouse (Thomasina) Beetle Ladybird (Mother Ladybird) Spider Bumble Bee (Babbitty Bumble) Toad (Mr. Jackson) Sample Text Narrator: And may I just start by saying, I think you, Mrs Tittlemouse, should have a medal for your patience! Mrs. Tittlemouse: (Laughing) Oh you mean all those unexpected guests! Narrator: Unexpected and uninvited! Beetle: First me Mrs. Tittlemouse: With your little dirty feet! Ladybird: Then me! You told me my house was on fire! Narrator: A clever ploy! And it worked – you flew off to save your children! Spider: Then me Mrs. Tittlemouse: With your cobwebs Bumble Bee: Then me Mrs. Tittlemouse: With all your untidy dry moss Toad: And then, me! Mrs. Tittlemouse: Who made the worst mess of all – water everywhere! Group II (6 speakers) Timmy Tiptoes Goody Silvertail Squirrel Little Bird Mrs. Chippy Hackee – Chipmunk Mr. Chippy Hackee – Chipmunk Sample Text Narrator: It was a little strange you, Mr Chippy Hackee, being there as well! I mean, we all know how Timmy Tiptoes got down there Silvertail Squirrel: With a shove from me Little Bird: And a tweet from me! Narrator: Oh dear! Just goes to show how much trouble one small tweet can cause! Goody: Yes, I’m always warning people about Twitter!

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part II This is the second of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 25 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. • Tale 6 The Tale of Mrs. Tiggy-winkle • Tale 7 The Tale of Mr. Jeremy Fisher • Tale 8 The Tale of Tom Kitten • Tale 9 The Tale of Jemima Puddle-Duck • Tale 10 The Tale of the Flopsy Bunnies Cast of *25 plus Narrator (this role to be taken by the Class Teacher): *As Jemima features twice, the cast could be 24, if Jemima doubles up – appearing in Group III and IV. 5 groups: Group I (5 speakers) • Lucie • Tabby Kitten (Cat) • Sally Henny-penny (Speckled hen) • Cock Robin (Robin) • Mrs. Tiggy-winkle Sample Text Lucie: Here are my hankies! Cat: Here are my mittens! Hen: Here are my yellow stockings! Robin: And here is my scarlet waistcoat! Mrs. Tiggy-winkle: All beautifully washed and ironed! Narrator: What a fabulous washer-woman you are, Mrs. Tiggy-winkle! Group II (5 speakers) • Jeremy Fisher • Minnow • Trout • Newt (Sir Isaac Newton) • Tortoise (Mr. Alderman Ptolemy) Sample Text Narrator: It seems fishing is rather a dangerous business! Jeremy Fisher: Well, I had to get my guests something to eat! Newt: But we don’t like fish, Jeremy! Narrator: Oh dear! A bit of a dinner disaster? Tortoise: Not at all! I bought a nice plate of salad Group III (7 speakers) • Mrs Tabitha Twitchit (Mother) • Mittens • Tom Kitten • Moppet • Rebeccah Puddle-Duck • Jemima Puddle-Duck • Mr. Drake Puddle-Duck Sample Text Narrator: What well-behaved kittens! And very generous, from what I’ve heard! Rebeccah: (Strutting up and down) Look at this lovely hat (pauses) and pinafore! Jemima: (Strutting up and down) Look at this lovely tucker (pauses) and pinafore! Mr. Drake: (Strutting up and down) And just look at my smart outfit – blue jacket and trousers! Narrator: The perfect fit! Who would have thought they were meant Tabitha: (Shrieking) For my kittens! Group IV (3 speakers) • Jemima Puddle-Duck • Fox • Kep (collie-dog) Sample Text Jemima: (Looking around) Now, where are those eggs? Kep: Don’t worry. Someone in the farmyard will find them for you! Fox: If I don’t get to them first! Kep: (Growling) You had your chance! And blew it! Now beat it! Narrator: Oh dear! That’s no way to speak to this gentleman, Kip! Where are your manners? Jemima: That fox is no gentleman! He won’t fool me again!

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds), Part I. This is the first of a set of four plays – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. (For complete listing, scroll down to bottom of page). Cast of 24 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part I based on the first five tales: • Tale 1 The Tale of Peter Rabbit • Tale 2 The Tale of Squirrel Nutkin • Tale 3 The Tailor of Gloucester • Tale 4 The Tale of Benjamin Bunny • Tale 5 The Tale of Two Bad Mice Cast of 24 plus Narrator (this role to be taken by the Class Teacher) (Cast size can easily be adapted by the addition or omission of characters from each tale) Tale 1 The Tale of Peter Rabbit Group I Peter Rabbit Flopsy Mopsy Cottontail Mother Rabbit Mr. McGregor Sample Text Mother Rabbit: (Tutting and wagging her finger) Naughty boys! (Flopsy, Mopsy and Cottontail cross their arms in front of them, like their mother, scowling and nodding their heads, smugly) Mr. McGregor: (Shaking his rake in anger) Bad, bad bunnies! Narrator: Oh dear! What did they do? Tale 2 The Tale of Squirrel Nutkin Group II Squirrel Nutkin Twinkleberry (brother) Cousin 1, 2 and 3 Mr. Brown (the owl) Sample Text Narrator: Sounds quite respectful to me? Mr. Brown: (Exploding) Respectful? (Pointing at Squirrel Nutkins) Him? Twinkleberry: Time to say sorry, again, brother Nutkin! Squirrel Nutkin: I was only trying to have fun! Tale 3 The Tailor of Gloucester Group III Tailor of Gloucester Mice (4) Simpkin the Cat Sample Text Tailor: Teamwork! (All four mice hold up the coat and waistcoat) Mouse 1: We made these for the mayor Mouse 2: To wear on Christmas Day Mouse 3: On his wedding day! Mouse 4: (Cheering) We did it! Narrator: And I’m so glad to see such a well-behaved cat.

Rugby World Cup 2019 Assembly Cast of 13, duration around 20 minutes – depending on how many hakas you can fit in! This is an attempt to enlighten those who find rugby a bit of an intellectual challenge! Using a similar format to that used for recent Cricket Assembly, this likewise uses an A-Z of terminology to try and throw some light on the game and how it works! Sample Text: Narrator: Fab! So, let’s just have a few basics of the game. Child 15: There are fifteen players in each team Child 16: And the idea is to score as many points as possible! Child 17: By touching the ball down behind your opponent’s ‘try line’. You get five points for that Child 18: Or kicking it through and over the goalposts. You get two points if it’s a conversion or three if it’s a penalty. Narrator: It’s getting more complicated than football already! Child 19: Oh, way more! Though in rugby you can run with the ball in your hands Child 20: And give bear hugs to your opponents! Child 21: Though you’d hardly call them friendly bear hugs! Child 22: Not when you’re dragging them to the ground! Narrator: I certainly wouldn’t want to be under any of those guys! They’re hardly lightweights! Child 23: And they certainly have plenty of attitude! Child 24: There are various types of tackle – spear, crash and choke to name but three! Child 25: And then there’s the hospital pass Narrator: (Interrupting) This is all beginning to sound a bit dangerous! Please tell me there are plenty of rules! Child 26: Most certainly! If there weren’t, they’d be no players left standing! Child 27: These guys are super fit but the referee is there to keep them safe Child 28: So, no high tackles – that is above chest level when there’s clear contact to the neck and head. Child 29: A definite no no! Child 30: A red card offence! Narrator: So, how about a simple A-Z of rugby like we agreed?

Cricket Class Play or Assembly (‘nod’ to World Cup) Anyone for Cricket? This class play or assembly, cast of 30, is approximately 20 minutes long and should be performed if only for that wonderful track by 10 CC – Dreadlock Holiday! (Who doesn’t know classic line ‘I don’t like Cricket,… oh no… I love it!?) Apart from giving an outline of the game, and some of its past heroes, there is an exploration of cricket terminology – an A to Z of surely some of the wackiest jargon in or out of the sporting world! For sports and non-sports folk alike – Enjoy! Sample Text Narrator: Ah! Our final innings of the day! Player 1: We’ll be sure to make this a fine pongo! (All Players raise their bats in triumph) Narrator: Pongo meaning a high score! Player 1: Correct. Lots of runs! Umpire 1: (Standing) But we’ll be keeping an eye on the quota. Umpire 2: (Standing) That’s the total number of overs (maximum ten) given to a bowler Umpire 1: Typically, the total overs in the innings Umpire 2: Divided by five, Umpire 1: And then rounded to the next highest whole number. Narrator: (Clutching his head) Well, I’ll most certainly leave the maths to you! (Both Umpires sit down, smiling) Player 2: Rabbit! Narrator: I beg your pardon! Player 2: That’s what a rubbish batsman is called! (All Players shake their heads, in disgust) Narrator: Ooh. That’s not nice! I mean, no offence to bunnies but Player 3: (Interrupting) Rain delay! (All Players groan) Player 3: Nothing more frustrating when you want to get on with the game! Player 4: Red cherry. Spectator 5: That’s the nickname for the red cricket ball! Player 4: Correct! Player 5: Rib tickler! Spectator 1: Would that be a ball that hits the batsman in the midriff? Player 5: Well done! You see how easy our jargon is? Player 6: Sawn off! (All Players gasp in anger and two Umpires stand up defiantly, with arms crossed) Umpire 1: Our word is what goes! Umpire 2: Nobody should argue with that! Umpire 1: If we say a player is dismissed Umpire 2: That’s an end to it! Spectator 2: But what if you get it wrong? (Umpires 1 and 2 gasp in horror) Umpires 1 & 2: (Together) We never get it wrong! (Players continue to glare at two Umpires as they sit down) Narrator: (Coughing) Moving on! Player 7: Sitter! Spectator 3: Ooh. You never want to drop one of those! The shame of missing an easy catch! Player 7: (Shaking head) Indeed. Player 8: Skier! Another ball you really don’t want to miss! These are a miss hit, go up in the sky Narrator: And I can only imagine the embarrassment of having all that time and then missing the catch! (Players all clutch their heads)

Arthur and the Knights of the Round Table Class Play or Assembly Cast of 30. Duration around 10 minutes. This script starts with a look at the Code of Honour which those Knights of the Round Table were supposed to follow and demonstrate in their actions. But Knights, like the rest of us, are merely human as pointed out by our learned friend/wizard – Merlin. This script attempts to highlight that nobody - not even the great King Arthur - is perfect; but that that shouldn’t stop us from trying to be modern Knights – at least in as far as their aspirations! The second half of the script has a brief resume of The Sword in the Stone plus a mention of some other key moments in the Arthurian legend. Sample Text Knight 10: (To King Arthur) You taught us that all men were born equal. Knight 11: And that we should always respect ourselves and others, as equals. King Arthur: That was the idea behind the Round Table. That no one should think himself superior to another. Knight 12: Nobody should get airs above their station. Meekness and humility are two shining virtues we should all aspire to. Knight 13: We should be kind Knight 14: Gentle Knight 15: And merciful Mordred: Doesn’t sound very ‘knightly’ to me! King Arthur: Which is why you should be listening and learning. It takes more than sheer brawn to be a true knight! Knight 16: Yes, be prepared to fight for justice King Arthur: But being brave is only good if it is done for the right reasons! Knight 17: You have to know right from wrong Knight 18: And fight for those who can’t defend themselves. Mordred: (Muttering) Doesn’t sound very heroic to me! King Arthur: But that’s just it! It’s not about playing the hero, looking all dashing and chivalrous! Knight 19: That’s plain vanity! Nothing noble and courageous about that! Mordred: (Spluttering) But Knight 20: (Sighing) You have to be patient. Knight 21: Courteous. Treat others as you would wish them to treat you. Knight 22: Harbour no envy. Knight 23: Commit no murder. Mordred: Oh, here we go. I wondered when that was going to come up. Knight 24: To have honour you have to fight on the side of truth. Mordred: And who are you, any of you, to say what that is? Merlin: (Sighing) Ah me! And this is where it all gets so complicated. None of us are perfect. We all get drawn into temptation – that’s life. King Arthur: But we can at least try to abide by certain rules of conduct. Ones that are not going to harm others. And if we succeed at just a few of these, then we are on the right path.

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.

Ocean Assembly including The Little Mermaid This class play was originally written for Key Stage I but has a lot of additional material – FREE set of 5 Sea Life Quizzes, 350 questions and answers – that could easily be added to raise the level to Key Stage 2. As an outline of The Little Mermaid story is included, this script falls within both the science and literature sections of the curriculum (as well as between two key stages – sorry, a little difficult to place!) If the original story of the Little Mermaid threatens to leave you with tears in your eyes, the jokes of the supporting cast (Cranky Crab, Daft Dolphin, Cod Father just to mention a few) will soon cheer you up … or maybe reduce you to further tears! Sample Text: (All Sea Creatures stand up and speak to The Little Mermaid in turn) Cranky Crab: Why did you turn your back on the ocean? Timid Turtle: How could you leave us? Daft Dolphin: Why go to the land Clown Fish: When you had all that sea to play in? Cod Father: Foolish girl! Angel Fish: You should have kept your tail Jiggly Jellyfish: Fancy giving it up Scary Shark: For what? A human being? Swishing Swordfish: A life on land? Old Octopus: Losing your family Saucy Stingray: Your friends Lazy Lobster: Your everything! Blue Whale: Why? Barmy Barnacle: What were you thinking? Weary Walrus: I don’t understand Perky Penguin: You gave up so much Deep Sea Fish 1 – Angler fish: And for what? Deep Sea Fish 2 – Hatchet fish: Yes, tell us! Deep Sea Fish 3 – Lantern fish: For what?

Peter Pan Cast of 6 Script This script comes with synopsis, teaching input and further discussion ideas – the whole ‘package’, including 10-minute reading time of script, coming to around 20 – 30 minutes. Also available: Peter Pan Play – in two versions: • one for primary school children (7 to 11-year olds) • the other, which includes a social commentary from J.M. Barrie, for upper Key Stage II primary school children plus i.e. from 10 years on Sample Text: Narrator: And so, our task today Peter Pan: To take you to Neverland! Tinker Bell: With me! Wendy: And me! Tinker Bell: (Groaning) Oh, must we? Peter Pan: (Angrily) Tink! We’re talked about this Wendy: (Interrupting) You mean her insane jealousy Tinker Bell: (Interrupting) What? Of you? Don’t flatter yourself! Captain Hook: (Intervening) Ladies! Please! Where’s your self-respect? Crocodile: Tick! Tick! Tick! Captain Hook: (Screaming) Oh no! Not now! Wendy: (Sarcastically) Did someone just mention self-respect? Narrator: (To Captain Hook) And a pirate, too! What is the matter with you, man? Captain Hook: Oh nothing! (Rounding on Narrator, angrily) Other than the fact I lost an arm to this monster! I wonder how you would feel about that? Peter Pan: Er, not strictly true. It was I that severed that limb from your body! Captain Hook: (Shrieking) Oh, don’t remind me! Peter Pan: And then fed it to this crocodile! Crocodile: Yum yum! Definitely gave me the taste for some more! Tinker Bell: Which you got – right at the end! Wendy: Nothing like a happy ending!

Peter Pan Play including A Social Commentary from J.M. Barrie This script is for children aged 10 plus (upper Key Stage II and Key Stage III) It uses the skeleton script of previous Peter Pan Play but adds a more serious component in the form of ‘social comments’ from J.M. Barrie. Cast of 30 – easily adjustable up or down Duration – Around 30 minutes for reading time. This does not include music suggestions. Sample Text Peter: Ah, a timely arrival, Mr. Barrie! I am Mr. Barrie: Peter Pan, of course! I trust you are enjoying your role? Peter: Well, I Narrator: (Intervening quickly) Of course he is! Who wouldn’t be honoured to take the leading role? Mr. Barrie: But wait! He doesn’t look so sure. Is there something you would like to talk to me about? Peter: Well, as a matter of fact there is! Narrator: (Aside to audience, groaning) Oh oh! Here we go! Peter: You see, I think your story deserves a slightly more serious treatment! Narrator: (Protesting) But it was intended for children! Mr. Barrie: (To Narrator) And your point is? Are you saying children should not see the serious side of life? Narrator: Well, Peter: Aha! That was just what I was trying to say before you arrived! It’s time to perform a play that deals with your views, as the writer. Mr. Barrie: (Incredulously) You mean, that isn’t already the case? Peter: I’m afraid not. Mr. Barrie: Well, now! Perhaps that does need changing! (Both Peter and Mr. Barrie turn to Narrator) Mr. Barrie: Would you, as the director of this play, be OK with (pauses) a few additions? Just some comments I might make along the way?