PERFORMANCE RIGHTS NOTICE

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.

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?

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?