ESSENTIAL QUESTION

Why do we read and write within the dystopian genre?

READING
[CCSS.ELA-LITERACY.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, including
determining where the text leaves matters uncertain.
Students will be able to analyze the complex power dynamics in the novel, determining
why and how certain characters gain power over others, including the characters that
might otherwise seem powerless
Students will be able to explain how the narrators often limited perspective shapes the
way in which she tells the story
Using context clues, students will be able to make logical predictions when the narrator
leaves gaps in the story
[CCSS.ELA-LITERACY.RI.9-10.6] Determine an author's point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose.
Students will supplement their understanding of present-day issues in The Handmaids
Tale with opinion articles in which they will be able to develop a stance on the authors
[CCSS.ELA-LITERACY.RL.11-12.3] Analyze the impact of the author's choices regarding how
to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
Students will be able to articulate, in writing, the impact of Margaret Atwoods choices in
structuring her dystopian/speculative fiction world.
Students will look at Moiras role in the novel, the function of language, the connections
between elements of dystopia in the novel and our world today, the shifting power
dynamics, and the role of religion in the novel, and be able to critically examine each,
considering how and why Atwood chose to include relevant details.
WRITING
[CCSS.ELA-LITERACY.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.
Students will be able to write a an original thesis that makes an argument about a theme
in The Handmaids Tale and reaches beyond what is obvious in the novel
Students will be able to provide evidence that reaches beyond plot summary and what is
obvious in the novel, choosing quotes carefully in order to select a quote that directly
relates to and supports the thesis.
SPEAKING AND LISTENING
[CCSS.ELA-LITERACY.SL.11-12.1] Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly
and persuasively.
Students will be able to use classroom discussion as a problem-solving tool that will
allow them to gain a deeper understanding of the text through multiple perspectives
Students will be prepared for class discussions, through support and preparation in lowerstakes environments: journals, small groups, Ink Think silent discussions, etc.
Students will be thoughtful participants in class discussion,
LANGUAGE
[CCSS.ELA-LITERACY.L.11-12.5] Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Students will understand household quote and how Atwood uses word meaning to
related Gilead and our society (our own words/phrases applied to Gilead society/events)
Students will be able to think critically about Atwoods specific word choices and the
impact they have on meaning (eg: the way in which Atwood describes the mechanical
nature of the Soul Scrolls and how her language leads to an argument about the dangers
inherent in following religion physically but not mentally).