8 Week Drama Class Schedule Lesson Plans Using the Play End the Week with a Win

End the Week with a Win (by D. M. Larson, Freedrama.net) is a fantastic collection of short classroom plays and scenes. Since it’s written in mini-plays/skits, it works beautifully for a variety-show style performance where small groups each prepare their own scene, and the whole class comes together at the end.

Here’s a student-friendly 8-week drama plan to prepare End the Week with a Win for performance:

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🎭 8-Week Drama Plan

Play: End the Week with a Win (collection of short plays for kids/teens)
Performance Date: Week 8

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Week 1 – Introduction & Casting

• 🎲 Icebreakers (Name & Gesture, Zip Zap Zop, Emotion Walk)

• 📖 Read a selection of the short plays aloud (The Buzzy Bunch, Mind Over Muscle, This Is My Song, etc.).

• 🎭 Casting: Split students into small groups, each assigned a short play/skit.

• 🗂️ Hand out scripts and highlight roles.

Goal: Every student has a script and group assignment.

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Week 2 – First Read-Throughs

• 📖 Each group reads their short play with assigned roles.

• 💡 Discuss characters: What makes them funny, unique, or exaggerated?

• 🎤 Practice using loud voices and expressive delivery.

Goal: Students understand their characters and stories.

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Week 3 – Blocking Part 1

• 🎭 Groups block (stage) their skits — entrances, exits, where to stand/sit.

• 🤸 Practice physical comedy and big gestures (these plays are funny and playful).

• 🔁 Each group runs their skit once in front of just the teacher.

Goal: Students know where they move and how they interact.

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Week 4 – Blocking Part 2

• 🔁 Groups perform their skits for the class.

• 👏 Peer feedback: What was funny, clear, or could be bigger?

• 🎭 Add simple movements and stage pictures to make scenes more visual.

Goal: Students grow confident performing in front of each other.

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Week 5 – Character & Comedy

• 🚶 Character Walks – practice walking and moving like their character.

• 😂 Comedy timing workshop – practice pauses, reactions, and exaggeration.

• 🎭 Each group runs their skit again with added expression.

Goal: Build confidence in character voices, timing, and reactions.

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Week 6 – Full Showcase Run-Throughs

• 🎬 Run all skits in order as a variety show.

• 📝 Teacher gives notes on volume, pacing, and clarity.

• 🔁 Groups re-run their skits with adjustments.

Goal: Students see how the whole performance fits together.

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Week 7 – Adding Props & Costumes

• 🎒 Introduce simple props (school items, hats, scarves, etc.).

• 👕 Add simple costumes or character accessories.

• 🎭 Run the entire show with props/costumes.

• 👏 Practice group bows and transitions between skits.

Goal: The show feels complete and performance-ready.

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Week 8 – Showtime!

• 🎭 Day 1: Dress Rehearsal (full costumes + props, run without stopping).

• 🎬 Day 2: Final Run (treat it like a real show).

• 🌟 Day 3: Performance Day – Share with families, other classes, or record it.

Goal: Students celebrate their work and “end the week with a win”!

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✨ Why this plan works:

• The play’s structure (short skits) lets every group rehearse separately, then combine into one performance.

• It keeps rehearsals active—no student is ever sitting for long.

• It builds gradually: start with small group comfort, then expand to full class performance.

8-Week Drama Lesson Plans for the Play The Weird, Wild and Wonderful Days of School

 

8-Week Drama Plan

Play: The Weird, Wild and Wonderful Days of School (by D. M. Larson, Freedrama.net)
Format: 2–3 rehearsals per week 

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Week 1 – Introduction & Casting

• Day 1: Icebreakers (name + gesture, improv game like “Yes, Let’s”). Introduce the play. Teacher or volunteers read a few favorite scenes aloud to spark excitement.

• Day 2: Full group read-through. Students rotate roles to hear different voices.

• Day 3: Casting. Assign roles (balance speaking lines; combine/split if needed). Hand out scripts.

Goal: Everyone understands the story and has a part.

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Week 2 – First Read-Throughs & Character Work

• Day 1: Read Act 1 (or first half of play) with assigned parts. Pause to discuss characters’ personalities.

• Day 2: Read Act 2 (or rest of play). Talk about the “tone” (funny, silly, exaggerated).

• Day 3: Character Hot-Seating – each student answers questions in character (“What’s your favorite class?” “What annoys you most at school?”).

Goal: Students start to “own” their characters.

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Week 3 – Blocking Part 1

• Day 1: Block (stage) first section of the play. Decide entrances/exits, standing/sitting, gestures.

• Day 2: Block the next section. Keep movements simple and classroom-friendly.

• Day 3: Run both sections back-to-back.

Goal: Everyone knows where to be on stage in the first half.

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Week 4 – Blocking Part 2

• Day 1: Block remaining sections of play.

• Day 2: Review all blocking from beginning to end.

• Day 3: Add expression and volume—encourage students to “play it big.”

Goal: Whole play is staged.

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Week 5 – Deepening Performance

• Day 1: Character Walks – students walk around as their character (shy, bossy, silly, cool, etc.).

• Day 2: Run Act 1 with focus on character voices and gestures.

• Day 3: Run Act 2 with same focus.

Goal: Build character consistency and stage confidence.

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Week 6 – First Full Run-Throughs

• Day 1: Run the entire play with scripts. Don’t stop unless necessary.

• Day 2: Notes + problem-solving (fix pacing, overlapping lines, entrances).

• Day 3: Run again with improvements.

Goal: Students see the “big picture” and practice stamina.

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Week 7 – Polishing

• Day 1: Work specific tricky scenes (fast dialogue, comic timing).

• Day 2: Add simple props/costumes (notebook, backpacks, hats). Practice using them.

• Day 3: Full run in performance order with props.

Goal: The play feels polished and performance-ready.

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Week 8 – Performance Week

• Day 1: Dress rehearsal (costumes, props, entrances, exits).

• Day 2: Final run (no stopping, treat as a show).

• Day 3: Performance! Invite another class, families, or record it. End with a cast celebration.

Goal: Students share their work proudly.

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✨ Tips for this play

• It’s written as a variety show style (different skits about school), so you can easily split rehearsal into chunks.

• If you have a large class, you can double-cast certain roles or give students cameo bits.

• Keep rehearsals fun—some scenes are silly and work best when students exaggerate.

Drama Class Lesson Plans for Four Weeks

You want something that’s fun, flexible, and classroom-friendly — plays that don’t need big sets or costumes but let lots of students shine. Freedrama.net has some excellent ones for that. I’ll give you recommended plays, then a step-by-step class plan to prepare for performance.

Good Classroom Performance Plays from Freedrama.net

Large Cast / Whole Class

• "The Weird, Wild and Wonderful Days of School" 

  • Comedy about all the silly things that happen in school.

  • Works great with a large group—each student gets a short part.

  • Lots of variety (funny monologues, quirky class moments).

• “End the Week with a Win” (short plays for kids/teens)

• Series of bite-sized plays and sketches tied together by characters and themes (1–10 minutes).

• You could let each small group rehearse a different one and then combine them into a showcase performance.

How to Prepare & Practice in Class

Here’s a step-by-step plan for taking a class from script → performance:

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Week 1: Exploration & Casting

1. Read Aloud – Do a read-through of several short plays or scenes.

2. Discuss – Which play excites them most? Let them vote or give input.

3. Cast – Assign roles fairly, balancing big and small parts.

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Week 2: Understanding & Blocking

1. Script Work – Read through again, focusing on meaning and character.

2. Character Work – Discuss who their character is (what they want, how they feel).

3. Blocking – Start basic staging (where to stand, when to enter/exit). Keep it simple in a classroom space.

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Week 3: Building Performance

1. Run Sections – Work scene by scene, cleaning lines and movements.

2. Add Expression – Encourage bigger voices, gestures, and emotions.

3. Improv Practice – If they forget lines, practice staying in character (keeps performance moving).

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Week 4: Rehearsal & Performance

1. Run the Whole Play – Do full rehearsals with beginning, middle, end.

2. Refine – Add simple props/costumes (school supplies, hats, scarves).

3. Perform – Share with another class, the school, or even record it.

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✨ Tips for Success

• Keep rehearsals active: if a group isn’t on stage, they can watch and give feedback.

• Encourage big choices (volume, gestures, comedy timing).

• Celebrate effort, not just memorization. Scripts-in-hand performances are totally fine for school shows.

Scripted Scene Suggestions for a Drama Class or Club

 Here are some excellent scripted scene suggestions from Freedrama.net that would work beautifully for your drama class or club—especially in the early weeks when you're transitioning from improv to scripted performance.

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Recommended Scripted Scenes for Your Class

1. Duologues (2 Actors)

• "The Last Can" – A short, dramatic piece featuring two people in love at the end of the world with only one can of food between them. Great emotional stakes for deep character work. 

• "Looks Get in the Way" – A light romantic comedy for one male and one female, perfect for practicing chemistry and comedic timing. 

• "The Magic Coin and the Lemonade Stand" – A heartwarming duologue about helping others and making wishes come true. Wonderful for character connection and storytelling. 

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2. Scenes for Three Actors

• "The Waiting Room" – A surreal, dramatic piece where three individuals find themselves in a confusing, mysterious waiting room. Fantastic for exploring tension, timing, and ensemble focus. 

• "Rock, Sword, Firecracker!" – A comedic retelling inspired by the legend behind Rock–Scissors–Paper. Great for high-energy storytelling and physicality. 

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3. Short Comedy Scenes (3–5+ Actors)

• "Touched by an Alien" – A fun, playful comedy where space explorers discover a strange alien. Perfect for building group chemistry and comedic expression. 

• "Gossip" (Teen Version) – A snappy scene set in a school newspaper office, featuring five characters (2 male, 3 female). Ideal for fast-paced dialogue and classroom dynamics. 

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4. Scenes for Young Actors (Flexible Cast)

• From the "End the Week with a Win" collection:

  • "The Buzzy Bunch" (2 m, 2 f) – A charming scene about a bee family around the breakfast table. Sweet and imaginative for younger or mixed-age groups. 

  • "This Is My Song" (2 actors) – Two wacky kids making up a song. Silly, expressive, and fun for early performance confidence. 

  • "Mind Over Muscle" (6–9 actors) – A playful school arm-wrestling championship scene. Great for large group participation and dynamic staging. 

Suggested Week-2 Script Progression Plan

Day	Focus	Suggested Scene
Monday	Partner work, chemistry, and emotional depth	The Last Can – pair up students to explore emotional connection
Tuesday	Timing, relationships, comedic movement	Looks Get in the Way – practice romantic timing and comic rhythm
Wednesday	Ensemble dynamics, rhythm, confidence	Touched by an Alien – small groups perform and play with comedic scenarios
Thursday	Tension, ensemble focus, atmosphere	The Waiting Room – deepen students' skills in tone and nonverbal cues
Friday	Large-group teamwork and creativity	Mind Over Muscle or The Buzzy Bunch – involve the full class in an energetic performance to end the week on a high note

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Why These Scenes Work Great

• Variety in tone and size: Provides flexibility to match student energy and class size—from intimate duologues to full-group comedies.

• Accessible but rich content: Scenes range in feeling from heartfelt to hilarious, giving students a range of expressive opportunities.

• Scaffolded progression: Each day builds on growing confidence—from small pair work to lively ensemble performance.

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Important Reminders (Copyright & Usage)

• All scripts from Freedrama.net are free to use in-class or in-performance, provided you don’t repost the full text online. If sharing digitally, link to the script on Freedrama.net and credit both the author (often D. M. Larson) and the site.

Week 1 plan for a drama class

 A first week should balance fun icebreakers, skill-building, and a little bit of performance so students feel confident and excited. Here’s a 5-day progression plan you could adapt for either a drama class or an after-school club:

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🎭 First Week Drama Progression Plan

Day 1 – Break the Ice & Build Comfort

• Warm-up: Name & Gesture Circle (learn names, get moving).

• Game: Zip, Zap, Zop (energy & focus).

• Activity: Two Truths and a Tall Tale (storytelling & bonding).

• Wrap-up: Share one word about how they felt doing drama today.

👉 Goal: Create a safe, playful environment where everyone feels welcome.

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Day 2 – Explore Voice & Body

• Warm-up: Emotion Walk (moving through space with feelings).

• Game: Pass the Sound & Movement (one student makes a sound + gesture, others copy and pass new ones around the circle).

• Activity: Emotion Scenes (in pairs, act out a short neutral line like “I forgot my homework” using different emotions).

• Wrap-up: Quick group reflection—“Which emotion was hardest to play?”

👉 Goal: Build vocal and physical expression skills.

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Day 3 – Teamwork & Imagination

• Warm-up: Group Counting (everyone counts aloud from 1–20 without overlapping—if two speak at once, restart).

• Game: Group Tableau Challenge (students form frozen pictures in groups).

• Activity: Gibberish Conversations (pairs “talk” using nonsense words + tone, then the group guesses what they were saying).

• Wrap-up: Applaud each other—celebrate “big choices.”

👉 Goal: Encourage collaboration and creative risk-taking.

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Day 4 – Intro to Improvisation

• Warm-up: Zip, Zap, Zop (with silly variations to loosen up).

• Game: Yes, Let’s! (leader suggests an action—“Let’s pretend we’re surfing!”—group responds “Yes, let’s!” and acts it out).

• Activity: Short-form improv games:

  • Bus Stop (one student waits; another enters as a funny character).

  • Party Quirks (one student hosts, others have silly quirks).

• Wrap-up: Group cheer—everyone does a silly “theatre bow.”

👉 Goal: Learn “Yes, and…” acceptance in improv.

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Day 5 – Sharing & Reflection

• Warm-up: Energy Circle (pass a clap or sound around, build group rhythm).

• Game: Machine Game (students one by one join to create a moving, sound-making “machine”).

• Activity: Mini Performances

  • In small groups, students create a 30-second scene using:

    • A random location (school bus, zoo, haunted house)

    • A random emotion (excited, scared, proud)

• Wrap-up: Applause for each group + a short reflection:

  • “One thing I loved this week”

  • “One thing I want to try next week”

👉 Goal: Give students a sense of accomplishment and community by ending the week with a mini-show.

Then introduce some short scripts or monologues from Freedrama.net!

First-Day Drama Activities for school classroom or drama club

 

First-Day Drama Activities (for school classroom or drama club)

1. Name & Gesture Circle

• Everyone stands in a circle.

• Each person says their name and does a simple gesture (wave, jump, spin, silly pose).

• The group repeats the name and gesture back.
  👉 This breaks the ice, helps learn names, and gets everyone laughing.

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2. “Zip, Zap, Zop” (or a variant)

• Classic drama warm-up.

• Players pass an imaginary “energy ball” around by saying “Zip,” “Zap,” or “Zop” while pointing to someone else.

• Variations: “Zip, Zap, Zop, Zing, Zang, Zong” for more chaos and fun.
  👉 Builds focus, energy, and quick reactions.

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3. Two Truths and a Tall Tale (Theatre Edition)

• Each person tells two true facts and one exaggerated theatrical lie about themselves.

• The group guesses which is the “performance” (the tall tale).
  👉 Encourages storytelling, confidence, and helps students learn about each other.

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4. Emotion Walk

• Students walk casually around the space.

• You call out emotions (“excited,” “sleepy,” “scared,” “confident”) and they adjust their movement to match.

• Add scenarios: “Walk like you’re late to class,” “Walk like you just won a trophy.”
  👉 Builds body awareness, expression, and imagination.

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5. Group Tableau Challenge

• In small groups, students have 10 seconds to form a frozen picture (tableau) of something you call out:

  • “A birthday party”

  • “A scary movie scene”

  • “A traffic jam”

• Then they show their frozen image to the rest.
  👉 Great for teamwork, creativity, and nonverbal communication.

Then introduce some short scripts or monologues from Freedrama.net!

Acting Tips for New Actors on How to Practice a Monologue

Here are some tips for actors on how to practice a monologue:

First, select a monologue that is right for you. Try to find one that fits your age and personality. If you are a 14 year old girl, don’t do one about a 70 year old man. Ideally, look for a monologue that you can understand from your own experiences. For example, a monologue about sailing might be hard to connect to emotionally if you’ve never been on a boat.

Next, read the source. Find the play that your monologue comes from and read it to understand what is happening before and after the monologue. Work on understanding the character and monologue in the context of the entire script. Focus closely on what happens in the scene before the monologue so you know what is motivating the character to speak.  If you are in a competition and need to use a published play, it is good to purchase a copy of the play the monologue comes from to take with you in case the judges ask for it.

Now, ask yourself, “who is the character?” When you read the monologue, and the play it comes from, look at the character more closely.  Here are some ways to study the character:

• Make a list of 10 adjectives that describe the character. 
• Imagine what an ordinary day is like for this character. Does the character wake up early or sleep in? What does the character eat for breakfast? Does the character spend a lot of time getting ready in the morning or does he/she rush out the door because they are late? Do they have friends? Are they social? What kind of job do they do? Go through an entire day with the character. You can use the full script to justify your answers or just use your imagination and make the character your own.
• If you were to cast this character in a movie version of the play, what actor would you cast? Why would you pick this actor? What performance of this actor reminds you of this character?
• Look at each line of the monologue and ask, “Why is the character saying this?” and “What emotion is he/she feeling when they say it?” Selecting different emotions for the lines can create a more dynamic performance. Identifying subtle differences in line delivery from frustrated to angry can make a difference in the overall performance. This also prevents speaking in a monotone, which some new actors struggle with.

Once you know the character, then you analyze the monologue. Break it down into parts. Find changes in tone. If you show an emotional range, it will keep it interesting. Find parts where you can show different emotions. Perhaps one part is silly and another more serious. Maybe you can show sadness in one part and anger in another. The more variety you add, the more interesting it becomes.

Now, re-read the monologue dramatically.

Then, memorize the monologue.

After memorizing the monologue, record yourself performing the monologue and review it.

Next, perform for someone you feel comfortable with and get feedback.

Now, you’re ready to perform or audition.

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For additional help, check out https://www.deceptionary.com/ftp/CharacterAnalysis.pdf

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THE CURSE OF RUMPELSTILTSKIN for 8 actors of any gender

THE CURSE OF RUMPELSTILTSKIN

By D. M. Larson

Cast of Characters (8 total)

(all characters are written as female but can be played by males) 

LYRA: A new student at the magical school who is searching for something.
She has powerful natural magical ability.

VEGA: Lyra’s new friend who is cautious and nervous.

NYX: Lyra’s other new friend who is adventurous, bold and a bit sassy.

WEEZ: The lead bully at the school who likes to harass NYX and VEGA.
She wants to get LYRA to be on her side.

HOGGLE: A toady of WEEZ who is a bit troll like and obnoxious.

SORCHA: A sneaky toady of WEEZ who lurks around and is creepier than the others.

FLOOGLE: A Preceptor (teacher) at the school who has a dark plan for the students
and wants to include LYRA in her evil plot.

RUMPLE: A crazy creature, Rumpelstiltskin, who tries to trick people into using her magic.
She also plays SHADOW and ORLA (which can be a male character ORLO).

GO TO SCENE 1

GO TO SCENE 2

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THE CURSE OF RUMPELSTILTSKIN for 8 actors of any gender SCENE 1

THE CURSE OF RUMPELSTILTSKIN

SCENE 1

(The scenes take place in an ancient castle which serves as a school for magical people. Everything has a timeless feel and could take place in the past during the middle ages or in the present. LYRA, VEGA and NYX discover a secret chamber in the school)

LYRA: I’ve never seen this room before.

VEGA: Maybe we shouldn’t be here then.

LYRA: You might be right.

NYX: Wait! I know why we’ve never seen this room. This is the Phantom Attic!

VEGA: The what?

NYX: It’s a magical disappearing chamber that only appears to certain people. I knew you would be out good luck charm Lyra.

VEGA: you think it appeared for her?

NYX: You and I have been at this school for awhile but Lyra is new. 

LYRA: But I know nothing about this room. Why would it appear to me?

NYX: That’s the mystery we have to solve. I love a good mystery.

VEGA: It won’t disappear with us in it, will it?

NYX: No… I don’t think so.

VEGA: Maybe we should go.

NYX: Please stay, Vega. This could be the discovery of a lifetime. They say the Phantom Attic has special powers and magical secrets that no normal magic user can learn. 

(NYX is snooping around)

LYRA: How do you know all this?

VEGA: Nyx’s family has been working at this school for years.

NYX: For centuries. My family helped build this school. 

VEGA: Some parts of the school were built the normal way but other parts were created magically.

NYX: Lyra. Does anything look familiar to you? 

LYRA: Why should it? I’ve never been here before.

NYX: I mean in sixth sense kind of way. Like a feeling of Dejavu when you see it.

LYRA: Not yet. But I’ll keep looking.

VEGA: Maybe I should go be a lookout… and stand in the doorway… I’m really worried this room is going to disappear again. Maybe if I stand in the doorway, it won’t vanish. And make sure no one sees us. And warn you if someone is coming.

(LYRA can see VEGA is nervous and speaks to her kindly)

LYRA: That sounds like an excellent plan, Vega. Good thinking.

(VEGA exits)

NYX: Vega always gets nervous in new situations.

LYRA: It’s okay. I was getting a little nervous too. But something is drawing me over here.

(LYRA points and goes toward a wooden box [or treasure chest])

NYX: I knew it! This is connected to you.

LYRA: This looks familiar somehow.

NYX: Let’s open it.

(NYX tries to open it but can’t)

NYX (cont.): It’s locked.

(LYRA looks at it and touches it and it opens)

NYX: Magical lock. It’s meant for you.

LYRA: It’s a book.

(LYRA takes out a really old looking book)

NYX: A magic user guide. Oh no…

LYRA: What?

NYX: I recognize that R. That’s the name the never should be said.

LYRA: You mean…

NYX: Don’t say it!

LYRA: But…

NYX: No!

LYRA: Why should you say....

NYX: Stop! That name is cursed. Never say that name.

(A SHADOW appears in the background but they don’t see it yet. VEGA rushes in and the SHADOW vanishes)

VEGA: Someone’s coming.

NYX: Hide the book… and the box.

(LYRA quickly puts the book in the box and hides it. NYX tries to be cool and VEGA is nervous. A group of bullies, WEEZ, HOGGLE and SORCHA enter)

WEEZ: Well, well, well… if it isn’t the chosen one.

NYX: Don’t call her that.

HOGGLE: Who chose her anyway?

(SORCHA wanders and snoops around. HOGGLE checks out VEGA, NYX and LYRA making them all nervous)

WEEZ: But it’s true… everyone says she is the chosen one… she comes from a family that dabbles in darkness. You think my family has the corner on dark magic? It’s mere child’s play compared to what her family has done. Remember the dragon that destroyed half the kingdom a century ago? That was conjured by her great Aunt. And the hydra that ate the mighty King Elias…

NYX: We don’t need a history lesson, Weez. We all know you’re just jealous because the scariest thing your family has done is make a farting mud worm.

(HOGGLE laughs but stop when WEEZ gives a mean look. SORCHA is close to where LYRA hid the box but WEEZ motions to her and she nods in understanding and goes)

WEEZ: So what is this room? I’ve never seen it before.

NYX: We’re not sure.

WEEZ: Come on, Nyx. I know you better than that. You’re such a know at all. You must have a guess. If you won’t tell, I know Vega will.

(HOGGLE grabs VEGA)

VEGA: I won’t! I won’t tell!

HOGGLE: Come on, Vega. Spill the beans.

LYRA: Leave her alone!

(LYRA touches HOGGLE who lets go of VEGA and starts doing weird spazzy movements)

HOGGLE: What? Ah! Uh!

(HOGGLE passes out)

WEEZ: What did you do?

LYRA: A sleep spell I think.

(HOGGLE snores)

VEGA: Yup, a sleeping spell.

WEEZ: You know, you’re not supposed to use magic on other students outside of class.

NYX: But grabbing Vega and roughing her up is okay.

WEEZ: I don’t make the rules. I just use them.

(A teacher, FLOOGLE, enters with SORCHA. FLOOGLE sees HOGGLE on the floor snoring)

FLOOGLE: What is the meaning of this? 

(FLOOGLE kicks HOGGLE)

FLOOGLE (cont.): Awake!

(HOGGLE sits up confused)

HOGGLE: I had the weirdest dream. And you were there… and you… and you.

FLOOGLE: Enough. Who conjured this unauthorized room?

(SORCHA continues her search but LYRA and VEGA block her way from the box)

WEEZ: They did.

NYX: We found it. We didn’t make it.

FLOOGLE: You know the rules, Nyx. You report these sorts of rooms immediately.

NYX: But we just got here. We didn’t have time…

WEEZ: Yeah, right. We found you here and we had time to go get Preceptor Floogle.

FLOOGLE: Weez has a point, Nyx.

NYX: Does she?

VEGA: I was at the door waiting for someone to wander by so I could report it.

SORCHA: More like a lookout to warn the others. I saw your eyes pop out of your head when you saw us. You ran like a scared little mouse.

VEGA: You’re not who I was hoping to see. You’re all very scary.

SORCHA: We are, aren’t we?

FLOOGLE: Silence. I’ve heard enough. Weez, Sorcha, and Hoggle will receive rewards for reporting a found magical room and for notifying a teacher of rule breakers.

(WEEZ and HOGGLE do a high 5. SORCHA chuckles evilly next to VEGA who gets a sick look on her face)

NYX: What?! That’s not…

FLOOGLE: Excuse me!

NYX: That’s not for me to argue about. I’ll be quiet now.

WEEZ: And Lyra used magic on Hoggle.

(WEEZ pokes HOGGLE who suddenly looks hurt and ill)

FLOOGLE: Did she now?

HOGGLE: It was terrible. I’ve never felt so strange in my life.

NYX: You looked more like you had a nice nap a few moments ago.

HOGGLE: I’m starting to feel a sickness. That happens after bad spells. 

FLOOGLE: You better take Hoggle to the infirmary. 

WEEZ: Right away.

(HOGGLE plays up being sick and WEEZ and SORCHA help her exit)

NYX: This isn’t fair.

FLOOGLE: You keep digging yourself a deeper hole, Nyx. It would be in your best interest to stop talking.

NYX: But I…

(FLOOGLE touches NYX)

FLOOGLE: Stop.

(NYX can’t talk anymore and is very frustrated)

VEGA: Silencing spell.

FLOOGLE: A teacher’s favorite magic. Vega, please escort Nyx to detention where she shall sit in silence for one hour.

(NYX stomps her foot in anger)

FLOOGLE (cont.): Make that two hours.

(NYX deflates and looks down in defeat. VEGA goes to her and leads her away)

VEGA: It’s okay, Nyx. I’ll keep you company.

(VEGA and NYX give LYRA a worries look as they exit. LYRA starts to follow but FLOOGLE stops her)

FLOOGLE: You stay here, Lyra. We need to talk.

(VEGA and NYX look worried but exit when FLOOGLE gives them a mad look)

LYRA: I’m sorry, Preceptor Floogle. I didn’t mean to hurt Hoggle or break the rules. I’m new and I am still learning what is okay and not okay.

FLOOGLE: Ignorance of the rules is no excuse.

LYRA: Yes, Preceptor.

FLOOGLE: I have a feeling Nyx did tell you about this room. And that it is has something to do with you. My intuition is telling me that you were to key to opening this door.

(FLOOGLE goes to where LYRA hid the box)

FLOOGLE (cont.): You found something, didn’t you? Something meant for you. Show me.

(LYRA reluctantly goes and retrieves the box)

FLOOGLE (cont.): Open it for me.

(LYRA opens the box and takes out the book. FLOOGLE takes a step back)

FLOOGLE (cont.): The R. That’s the symbol of the name the never should be said.

LYRA: You mean…

FLOOGLE: Don’t say it!

(The SHADOW appears again. FLOOGLE looks nervous)

LYRA: It’s a name my family has said many times.

FLOOGLE: Because your family is cursed. 

LYRA: Then why am I even here? Why did this school even ask me to come here if you’re all so worried about me?

FLOOGLE: I ask that question every day, but Headmistress Seren has her reasons.

LYRA: And what are those reasons? Why won’t anyone tell me?

FLOOGLE: I would say if I knew, but I don’t. I will tell you this though. I can be a great ally… or a bitter enemy. Decide carefully what you want me to be.

LYRA: I want to be your ally of course. I don’t want trouble.

(The SHADOW has been motionless but appears to be excited by the following conversation)

FLOOGLE: Wise choice, Lyra. So let’s give you a test to prove your loyalty. Your family has powerful magic… as powerful as the nameless one. And legend says your family can turn ordinary objects into gold.

LYRA: I don’t know how to turn things into gold.

FLOOGLE: But that book… that book contains the secrets.

LYRA: Then you take it. You can do it.

(FLOOGLE wants to take the book and reaches for it. The SHADOW makes angry motions. FLOOGLE stops and can’t touch it)

FLOOGLE: I can’t. It’s meant for you. Open the book and show me a page.

(LYRA opens it and shows her)

LYRA: Like this?

FLOOGLE: I don’t know this language. 

(LYRA looks at the book)

LYRA: But I can read it.

FLOOGLE: Yes, it’s meant for you. Read the book. Find the spell. Make something gold. And then I will let you leave.

(The SHADOW is pleased)

LYRA: What?

FLOOGLE: You will remain in this room until you make something into gold.

LYRA: But what if I can’t?

FLOOGLE: Then this will be your new home.

(FLOOGLE leaves and LYRA starts to cry. LYRA hears the sounds of the door being locked. She throws the book down in anger. The SHADOW makes sad, caring motions like she wants to pat LYRA on the head and give her a hug. )

LYRA: Why is this happening to me? Why am I being punished for what my family has done? I’m not my parents. I’m not my grandparents. I’ve never known any of them. They were never hear for me and that’s probably for the best. Everyone says they were evil and I don’t want any part of that. I’m not sure I even want to be a part of this school or magic at all. But the magic is in me. It’s something I’ve never been able to stop. It bubbles up inside and comes out in strange ways. It’s as much a part of me as my blood. It lives in me. 

(LYRA hears the door being unlocked. She wipes away her tears. VEGA and NYX enter. LYRA is happy and runs to hug them)

VEGA: Are you okay?

LYRA: I’m so happy to see you.

(LYRA touches NYX’s cheek)

NYX: Thanks! It’s good to speak again.

LYRA: How did you get out of detention?

VEGA: We got Zorina to take Nyx’s place. She can shape shift.

NYX: She owed us a favor.

LYRA: It pays to have friends.

VEGA: Did you get locked in here by accident?

LYRA: Floogle locked me in here.

NYX: What? Why?

LYRA: She wants me to use this book to help me turn things into gold.

NYX: That’s crazy!

VEGA: This isn’t right. She shouldn’t do this to you. We must tell Headmistress Seren about this.

LYRA: No, we can’t taddle on the teachers all the time, even if they appear to be wrong. I can’t afford to make an enemy out of Floogle. I just got here. I have to try to get along with everyone.

NYX: I’m not sure Floogle is the right person to have on your side.

VEGA: But how can you turn this into gold? I’ve never seen magic like that before. 

NYX: If we did have magic like that, magic users would be very rich.

LYRA: Floogle seems to think that this book might help.

NYX: Does it have a spell for making things gold?

VEGA: It’s too dangerous to use that magic.

LYRA: But Floogle won’t let me go until I do. I just need to find the spell in this book.

(LYRA looks through book)

NYX: How can you read that?

LYRA: I could… but now all it says… is a name.

VEGA: What name? Tell me it’s not THE name.

LYRA: I’m afraid so. I guess that’s the only way. All I have to do is say the name.

SHADOW: Yes… say it.

VEGA: What was that?

NYX: You heard it too?

VEGA: Don’t say it, Lyra.

(SHADOW waves a hand and NYX’s hand goes over VEGA’s mouth and VEGA’s hand goes over NYX’s mouth)

SHADOW: Say it!

LYRA: It’s the only way.

SHADOW: Say it once…

LYRA: Rumplestiltskin.

SHADOW: Say it twice.

LYRA: Rumplestiltskin.

SHADOW: Third time’s a charm.

LYRA: Rumplestiltskin!

(NYX and VEGA finally get free of each other)

NYX and VEGA: No!

(RUMPLE comes out of the shadows and laughs loudly. She dances around with all of them during the following)

RUMPLE: It’s good to be free! Hello all your wonderful children. You have done me a wonderful service saying my name. I’m back among the living. Not that I was dead. I don’t know what I was really. Not all there that’s for sure. Trapped in this room until you came and found me again. I’ve been waiting for you Laura and here you are at last. I owe you one, kid. What can I do for you?

VEGA: Don’t ask for anything. 

NYX: It’s a trap.

(RUMPLE snaps her fingers and VERA and NYX make bird sounds and flies out of the room)

LYRA: Leave my friends alone.

RUMPLE: I’m just having a little fun. 

(RUMPLE snaps her fingers again and they return cautiously)

RUMPLE: See no harm, no foul.

(RUMPLE laughs at her own joke)

LYRA: Can you help me turn things into gold?

RUMPLE: Is that an official request or merely rhetorical? 

LYRA: Rumplestiltskin. Help me turn all the junk in this room into gold.

(RUMPLE howls with delight. Does a little dance and opens the book)

RUMPLE: Say this little spell, say it with delight, it will work so swell, and make gold tonight. Adios, amigos!

(RUMPLE claps her hands and there’s darkness and then flashing lights with thunder, then darkness again. Then slowly the light returns and RUMPLE is gone. VEGA and NYX go up to LYRA)

LYRA: Now for the golden spell and I can get out of here.

VEGA: I wish there was another way.

LYRA: I really didn’t feel like I had a choice. I ran out of options. I’m sorry I put you both through all that.

NYX: We survived. Without a scratch really. Your fingers smell weird though, Vega. What did you have for dinner?

(VEGA sniffs her fingers)

VEGA: Is that onions or garlic?

(VEGA holds her fingers toward NYX)

NYX: Never mind.

LYRA: Thanks for being here for me. 

NYX: That’s what friends are for. Facing evil creatures and saving you from locked magical chambers.

LYRA: I guess it’s time to make some gold.

VEGA: I’m kind of excited about that part. I’m a sucker for precious metals. You think we could keep a little of it?

NYX: Maybe.

LYRA: Sure. Pick something small that Floogle won’t notice. We’ll start with those.

(VEGA and NYX search for something small excitedly and lights fade to black)

END OF SCENE 1

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