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!
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!
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!
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
Ancient Greeks Theseus and the Minotaur Assembly or Class Play
Cast of 30 - easily adaptable up or down
Duration: 10 - 15 minutes reading (this does not include music suggestions)
Monsters and heroes - not the easiest cast to deal with! But then Poseidon is more than man - sorry, make that - god enough to take this lot on!
Also available (as separate purchase): This assembly plus Guided Reading Script plus Quiz (one of large collection of Ancient Greek scripts written by Sue Russell)
Sample Text:
Music 1 – El Matador Music
(Cast file into hall, in order of speaking, taking seats along two rows of fifteen facing the audience)
Poseidon: Welcome to this tale about
(Enter Theseus)
Music 2 Holding Out for a Hero – Bonnie Tyler (chorus)
(Theseus strides up and down, bracing his muscles and striking various ‘heroic postures’)
Theseus: A hero! That’s me, Theseus!
(Theseus gestures to cast to cheer)
(Whole cast cheers)
Poseidon: And
(Enter Minotaur)
Music 3 Deeper Underground – Jamiroquai (chorus)
(Minotaur ‘skulks’ up and down, glaring at both cast and audience)
Minotaur: Me! The Minotaur!
(Minotaur ‘paws the ground’, snorts in anger and glares at cast who all boo)
Poseidon: Hmm. Quite a split! In fact
Theseus: (Interrupting) You could say, Good versus Evil!
Poseidon: (Glaring at Theseus) I could! But I’m not going to, if it’s all the same to you!
(To audience, aside) These heroes! Think they’re God’s Gift!
Theseus: Well, you may not have regarded me as a gift (pauses) Dad! (Pauses) But my other father did!
(Enter Aegeus)
Aegeus: Ah Theseus, my son! There you are!
(To audience) I hope you haven’t been listening too much to this god, here (pointing at Poseidon). Gods! Way too much time on their hands and far too many off spring to show for it!
Poseidon: What was that?
Aegeus: Oh nothing, Poseidon! Just commenting on how creatively you fill your time. Truly awesome!
Poseidon: Well, as God of the Seas I guess I am rather (pauses) what did you say? Oh, awesome, that’s right! A shame not everyone was in such awe of me as you!
(Enter Minos)
(Whole cast hisses and boos)
Minos: (Angrily) Hey! That’s no way to greet the King of Crete!
Aegeus: (Contemptuously) Pah! Some king you were!
Minos: (Laughing) Huh! And you were any better, oh great King of Athens? (Pauses) Now, just remind me. Who had to send human sacrifices to who?
Aegeus: (Exclaiming) Why, you evil, wicked, cruel, vindictive ..
Poseidon: (Interrupting) Yes, yes. I think we get it. You two didn’t like each other much, did you?
Aegeus: Oh I’ve barely started.
The Anglo-Saxon Guided Reading Scripts
5 plays (6 speakers each) and 5 quizzes
Also available as an assembly or class play
Play 1 Introduction
King Arthur: I'll say! All we wanted in 410 A.D. was a ‘quick fix'.
Guthrum: Funny how raiding, invading and then conquering often end up with settling.
Vikings did that too!
Asser: How true! The Anglo-Saxons started their raiding in 350 A.D. Then started invading in 430 A.D. and then settled themselves in Britain just 20 years later!
Play 2 Anglo-Saxon Life
Freya: Now, now dear! Don't be too harsh. They're a bit simple, this lot. I mean, just look at where they live!
Thor: Yes, in a wooden house, with an open fire in the middle
Freya: And no chimney! No wonder they stink of smoke!
Play 3 Sutton Hoo Discovery
Raedwald: And didn't you have a dream - about a funeral procession and treasures?
Edith Pretty: Funny you should say that! Yes, I did! How do you know about that?
Raedwald: Well, I was in it! I was getting tired of watching you and your son counting the rabbits on those burial mounds, every day! I kept thinking, when are they going to realise what riches they're standing on!
Play 4 Beowulf
King Hroogar: right party pooper! Just because you're too miserable to enjoy a bit of singing and dancing!
Grendel: Woken from my sleep by your partying! No wonder I was driven to murder!
Beowulf: But to go and kill those warriors, while they were sleeping! What cowardice!
King Hroogar: And then to eat them!
Grendel: How yummy! Now, if you'll excuse me! I'm off for a nap - let this lot digest before I come back for more!
Play 5 Arthur and the Knights of the Round Table
Merlin: And those emblems around your necks?
Guinevere: To remind them to lead pure lives, always seeking the very best, on the path of the Holy Grail - that symbol of God's grace.
Arthur: Yes, that was the cross. But haven't you forgotten the red dragon and what that stood for? Lancelot?
Lancelot: You mean serving my king? Well I did that on the battlefield. It just slipped my mind at other times.
Arthur: Yes, like when you were near my wife!
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!
A Collection of Seven Fairy Tales, adapted to Reader’s Theater, originally written by Brothers Grimm, and given a wee twist by Sue Russell.
*As explained below, these scripts are available separately – but together, this collection offers a 60% discount.
Rumpelstiltskin
Rapunzel
Little Red Riding Hood
Hansel and Gretel
Cinderella
Sleeping Beauty
Snow White
These plays each have a cast of 6.
Reading time varies between 10 – 15/20 minutes.
With synopsis, teaching input, discussion and suggestions for further activities.
*These scripts are available as separate plays (without Readers Theater adaption i.e. with music suggestions and stage directions).
Sample Text from Rumpelstilskin:
Narrator: Good morning. And welcome to one of our favourite fairy tales
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: 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.
I’ll try not to follow this script I have here, quite so much
Rumpelstiltskin: Here! Let me take a look at that! (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?