Objectives

• Analyse how Parks uses the names 'Lincoln' and 'Booth' to layer historical meaning onto the brothers' conflict.
• Analyse how the three-card monte motif functions as an extended metaphor for economic entrapment and the American Dream.
• Analyse how Parks's vernacular language and stage directions construct character and power dynamics between Lincoln and Booth.
• Evaluate how the sealed inheritance envelopes accumulate symbolic weight across the play's six scenes.
• Write a fully evidenced analytical paragraph that integrates close language analysis with contextual understanding of race and American mythology.
• Analyse how the climax of Scene 6 fulfils and subverts the dramatic irony established in Scene 1.

The sequence

1. Lesson 1: What's in a Name? Lincoln, Booth, and the Weight of American History

   60 min · ch. 1, 2

   Do now

   Write down everything you know about Abraham Lincoln's assassination in 1865—who was involved, where it happened, how it took place, and the reasons behind it. If you're not familiar with the details, write: what does it feel like to carry the name of a famous person? You have four minutes. No phones, no books.

   Teacher input

   Model a close reading of the opening stage direction in Scene 1 — 'The flophouse room. A bed, a chair. Booth stands at the door' — paired with Lincoln's first entrance in whiteface and a stovepipe hat. Highlight how Parks creates dramatic irony from the start: the man named Lincoln is hired to be shot, while the man named Booth observes. Guide students to craft a single analytical sentence that integrates form (the stage direction as text), language (the costume as symbol), and context (the 1865 assassination) without breaking them into separate bullet points.

   Independent task

   Students are tasked with writing a PEEL paragraph (150–200 words) that answers the question: 'How does Parks use the brothers' names and Lincoln's costume in Scene 1 to create dramatic irony?' They need to include a quote from the stage direction that describes Lincoln's costume, as well as at least one line of dialogue from Scene 1 where Booth responds to Lincoln's appearance. At the end of the lesson, paragraphs will be collected for written feedback.

   Exit ticket

   Parks's choice to name the older brother 'Lincoln' evokes a sense of historical significance and leadership that would be absent if he were named 'James'.

2. Lesson 2: The Con and the Costume: Power, Performance, and Humiliation in Scenes 2–3

   60 min · ch. 2, 3

   Do now

   Revisit the part in Scene 2 where Lincoln enters with his whiteface makeup still on, and observe Booth's reaction. Without referencing any notes, jot down two insights: the first regarding what Lincoln's costume reveals about his life, and the second concerning what Booth's reaction indicates about their power dynamic. You have three minutes.

   Teacher input

   Model analysis of Scene 3's rehearsal sequence, where Booth practices his monte patter alone — 'Watch me now, watch me, watch me close' — before Lincoln arrives and corrects him. Highlight how Parks employs the repetition of 'watch me' as both the hustler's demand to a mark and Booth's desperate call for his brother's respect and attention. Guide students to explore the significance of a repeated phrase throughout a speech to develop an argument about character motivation, rather than simply categorizing it as 'repetition for emphasis'.

   Independent task

   Students annotate a printed extract of Booth's Scene 3 solo rehearsal (approx. 20 lines, from 'Watch me now' to 'thuh deuce of spades'). They need to: (a) circle each imperative verb Booth uses; (b) include a marginal note for each, explaining whether it is directed at an imaginary mark, himself, or an absent Lincoln; (c) write a two-sentence conclusion on what this ambiguity shows about Booth's need for validation. The annotated sheets are then submitted.

   Exit ticket

   Booth's solo rehearsal in Scene 3 highlights his inner conflict and feelings toward Lincoln in a way that a scene with both brothers present wouldn’t convey as effectively.

3. Lesson 3: Dealing the Cards: Three-Card Monte as Metaphor for the American Dream

   60 min · ch. 3, 4

   Do now

   Take a look at the three-card monte rules on the board. In two minutes, explain why this game serves as a great metaphor for the American Dream. Consider who comes out on top, who falls behind, and whether there's any fairness in the game.

   Teacher input

   Model a reading of the Scene 4 teaching sequence, where Lincoln finally agrees to show Booth the moves and says: 'There's two parts to the con — the moves and the talk. You need both.' Demonstrate how to write an argument that connects this line to Parks's broader critique of the American Dream: the 'moves' (economic skill/hustle) and the 'talk' (performance/self-presentation) are exactly what Black men in urban America are told will help them succeed. However, the system is rigged from the beginning, as Lincoln, the master of the game, ultimately ends up in whiteface, facing death for a living.

   Independent task

   Students are tasked with writing a 200-word analytical response to the prompt: "In Scene 4, Lincoln tells Booth that the con requires both the moves and the talk. How does Parks use this moment to comment on the myth of self-reinvention in America?" In their responses, students should reference Lincoln's current role, the lesson on three-card monte, and include at least one specific line of dialogue from Scene 4. Once completed, the responses will be collected.

   Exit ticket

   The three-card monte game represents the American Dream because it illustrates the illusion of success, where appearances deceive, and many pursue a fleeting chance at prosperity.

4. Lesson 4: The Inheritance Envelopes: Abandonment, Money, and Untouched Trauma in Scene 5

   60 min · ch. 5

   Do now

   Without looking at the play, jot down what you recall about the brothers' inheritance envelopes. How much money was in them, who provided it, and — importantly — why haven't either of them used it? You have two minutes.

   Teacher input

   In Scene 5, Booth's admission of his hidden $500 inheritance tucked away in a stocking, matched by Lincoln's revelation that he has kept his money as well, underscores a significant thematic element of the play. Lincoln's line, "That money ain't going nowhere. It's staying right where it is," employs the double negative "ain't going nowhere" to convey two interconnected ideas: the money will remain untouched, and the brothers themselves are trapped in their current circumstances. This grammatical choice reflects the broader theme of stasis and entrapment, emphasizing their inability to move forward. The envelope, symbolizing both the physical representation of their financial ties and the emotional weight of their stagnant lives, becomes a poignant artifact around which their shared experiences and aspirations revolve. By embedding this analysis of Lincoln's speech within a discussion of the envelope's symbolism, we see how language deepens the exploration of their confinement and resistance to change.

   Independent task

   Students should write a 200-word paragraph responding to the question: "How do the inheritance envelopes symbolize the brothers' psychological relationship with their parents' abandonment in Scene 5?" In their analysis, they need to examine at least one specific word or phrase from the dialogue in Scene 5 regarding the envelopes and link the symbol to the theme of either betrayal or failure. The paragraphs will be collected at the end.

   Exit ticket

   If only one brother had kept his envelope unopened, the shared mystery and bond between them would be weakened, as both brothers are integral to the experience and meaning of their decision.

5. Lesson 5: The Final Deal: Dramatic Irony, Fate, and the Killing Shot in Scene 6

   60 min · ch. 1, 2, 6

   Do now

   Re-read the last two pages of Scene 6 quietly. Jot down: (a) Lincoln's final words before he gets shot; (b) Booth's last words before he pulls the trigger; (c) one word that captures the mood Parks creates. You have three minutes.

   Teacher input

   Model analysis of Scene 6's climactic sequence: Booth challenges Lincoln to a final monte game, wagering his $500 inheritance. After losing, he shoots Lincoln. Pay attention to the stage direction 'Lincoln slumps forward' — this mirrors the posture Lincoln assumes daily at the arcade. This physical echo illustrates how Parks suggests that Lincoln's fate was sealed the moment he accepted the arcade job. The stage direction blurs the lines between the theatrical assassination and the real one, guiding students on how to analyze dramatic irony that spans the entire play, rather than being confined to just one scene.

   Independent task

   Students will compose a structured 250-word response to the prompt: 'How does Parks use the climax of Scene 6 to fulfill the dramatic irony established in Scene 1?' Their responses must reference Lincoln's arcade job from Scene 2, the names Lincoln and Booth, the stage direction 'Lincoln slumps forward', and Booth's final cry over his brother's body. Each response should include at least two embedded quotations. The responses will be collected and assessed according to the summative rubric.

   Exit ticket

   It's dramatically significant that Booth—rather than a stranger or a customer—is the one who ultimately shoots Lincoln because it highlights the personal betrayal and deep-seated animosity that fueled Booth's actions against someone he once admired.

Activities

Assessment

• Scene 1 PEEL paragraph (Lesson 1): marker checks whether students integrate the costume's historical symbolism rather than describing it; looks for the word 'irony' used with precision about Lincoln being paid to be shot.
• Scene 3 annotation sheet (Lesson 2): marker checks whether students distinguish between imperatives addressed to an imaginary mark and those addressed to an absent Lincoln — this distinction is the argument, not the labelling.
• Scene 4 American Dream response (Lesson 3): marker checks whether students connect the 'moves and the talk' line to a specific critique of racial capitalism, not just a general comment on hard work.
• Scene 5 inheritance paragraph (Lesson 4): marker checks whether students analyse a specific word or phrase (not just paraphrase the plot) and whether the symbol is linked to either betrayal or failure with a clear warrant.
• Exit tickets across all five lessons: teacher scans for students who describe rather than analyse, or who make contextual claims without textual grounding — these students are flagged for the Lesson 5 scaffold.

Standards covered

Common Core 11 12

• RL.11-12.1 — cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• RL.11-12.2 — determine two or more themes of a text and analyse their development over the course of the text
• RL.11-12.4 — determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone
• RL.11-12.5 — analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact
• W.11-12.1 — write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

AP Literature

• Literary Argumentation (LAN-1) — develop a thesis that interprets a literary text and requires defence with evidence
• Figurative Language (FIG-1) — explain the function of specific words and phrases in a literary text, including extended metaphor
• Character (CHR-1) — explain the function of a character, including how characters develop and how they relate to each other
• Structure (STR-1) — explain the function of structure in a literary text, including how dramatic irony is sustained across a whole work
• Context (CON-1) — explain the relevance of historical, cultural, or authorial context to the interpretation of a literary text

AQA

• AO1 — articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression
• AO2 — analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
• AO3 — demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
• AO4 — explore connections across literary texts (relevant where students compare Parks's use of the American Dream myth with other set texts)

Edexcel

• AO1 — articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression
• AO2 — analyse the language, form and structure used by a writer to create meanings and effects
• AO3 — demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
• AO5 — demonstrate understanding of the contribution of dramatic and theatrical conventions to the creation of meaning in performance texts