PERFORMANCE RIGHTS NOTICE
ALL RIGHTS RESERVED
A Queens’ Brawl the play is protected by copyright. The purchase, download, or possession of this script does not grant permission to perform, reproduce, distribute, record, livestream, broadcast, translate, adapt, or otherwise use this work in whole or in part.
A valid performance license must be obtained from the author before any public performance, staged reading, competition, festival presentation, classroom production (unless specifically authorized), livestream, or recorded presentation.
Permission is required whether admission is charged or not, and whether the performance is presented for profit, charity, educational purposes, or private organization.
No changes, additions, deletions, or adaptations may be made to this play without the author's prior written consent.
To request performance rights or licensing information, contact:
[A.D. James]
Email: anthonyjameswrites@gmail.com or aqueensbrawl@gmail.com
Website: aqueensbrawl.com
Unauthorized use of this play may constitute copyright infringement and may result in legal action.
Copyright © 2026 A.D. James. All Rights Reserved.
Grade Level: 11th–12th (easily adaptable for 10th) Unit Length: 5-16 weeks
Core Focus: Drama as literature Race, Power, Gender, Conflict, and Voice
Close reading, performance and analytical writing Culminating
Assessment: Literary analysis essay + performance-based task
UNIT PLAN:
A Queens’ Brawl
by A.D. James
Unit Title: Exploring Race, Power, Conflict, and Identity in Contemporary Drama
Essential Questions
How does conflict reveal character and power?
How does the play explore internalized oppression or conflict within the Black community?
In what ways do language and structure shape meaning in drama?
How does A Queen’s Brawl challenge traditional representations of authority and gender?
How does performance affect interpretation of a text?
Enduring Understandings
Dramatic texts are meant to be experienced, not just read.
Power struggles often reflect broader social tensions.
Dialogue, stage directions, and silence are as meaningful as plot.
Performance choices influence audience understanding.
Language as a means of persuasion
Standards Alignment (Common Core–Friendly)
RL.11–12.1 – Cite strong textual evidence
RL.11–12.3 – Analyze impact of character interactions
RL.11–12.4 – Analyze word choice and tone
RL.11–12.5 – Analyze dramatic structure
SL.11–12.1 – Collaborative discussions
W.11–12.2 – Analytical writing
SUMMATIVE ASSESSMENTS
Literary Analysis Essay (Formal)
Prompt example:
How does A.D. James use conflict and dialogue to explore power dynamics in A Queen’s Brawl?
Performance & Reflection
Small-group staged reading or scene reinterpretation
Written reflection on interpretive choices
Lesson Flow
Lessons 1-2: Introduction to the Play & Context
Objective: Students will understand drama conventions and begin exploring themes.
Activities
Bell Ringer:
What makes a “queen”? Power, title, behavior, or perception?
Mini-lesson: Elements of drama (dialogue, stage directions, conflict)
Brief author/context introduction
First cold read (teacher-led or volunteer reading)
Exit Ticket: One prediction about central conflict
Lessons 3-4: Conflict & Character Power
Objective: Analyze how conflict is introduced. Analyze characterization.
Activities
Read Act 1 (Scene 1 and Scene 2)
Group discussion: Who holds power? How do we know?
Annotate lines that show dominance, resistance, or tension
Homework: Finish reading assigned sections
Lessons 5-6: Close Reading of Dialogue
Objective: Examine word choice and tone.
Activities
Reflect on Scenes 1 and 2. What does Kleopatra want to bring about the end of the world? What secrets have Queen Josephine been hiding and why?
Small-group close reading of selected exchanges
Analyze:
Diction
Interruptions
Silence or pauses
Share findings
Exit Ticket: Why is there about to be a war? Who is to blame for the impending war and why?
Homework: Close read Act 1 Scenes 3 and 4
Lessons 7-8: Gender, Authority, and Voice
Objective: Connect text to broader social themes.
Activities
Socratic Seminar: Students discuss Scenes 3 and 4. What is the relationship like between Aphia and Tashney? Who is the real princess? How is love between people from the Lowlands and people from the Highlands viewed? What are Tashney’s motives?
How does the play portray female characters? How does the play develop motifs of poverty, loyalty and betrayal?
Textual evidence requirement
Introduce essay prompt options
Exit Ticket: By the end of Act 1, Scene 4, who is Kleopatra in search of and why?
Teaching Guide for A Queen's Brawl
Bring A Queen's Brawl to life in your classroom with this comprehensive teaching guide designed to support meaningful instruction, critical thinking, and student engagement.
Whether you are teaching drama, literature, history, or interdisciplinary studies, this resource provides practical tools to help students explore the play's characters, themes, historical connections, and dramatic structure.
The Teaching Guide includes:
A suggested pacing calendar
Detailed lesson plan concepts
Instructional strategies for diverse learners
Pre-reading, during-reading, and post-reading activities
Discussion questions and writing prompts
Character and theme analysis
Vocabulary and comprehension activities
Extension and enrichment ideas
Assessment suggestions and project-based learning activities
Recommended for: High School, and introductory college theatre or literature courses.
Subjects: English Language Arts, Theatre Arts, World History, Women's Studies, African Studies, and interdisciplinary humanities.
Delivery: This is a digital resource. Your downloadable PDF will be emailed within 48 hours of purchase.
This guide is intended to help educators create engaging, standards-based lessons while encouraging students to think critically about leadership, power, identity, conflict, and historical representation through the lens of A Queen's Brawl.