UNIT PLANNING 2

Unit Planning

Introduction
The importance of this unit plan is that it provides a framework within which all the
lessons covered in this unit will cover. It provides a plan that will be used to prepare individual
lessons. The unit will cover the analysis of The Handmaid’s Tale by Margaret Atwood, a
literature piece that is popular for its dystopian nature. The novel is based on the rule of
theocracy ad depicts a society where women are totally subordinate to men (Atwood, 2006).
During this unit, the learners will encounter reproductive freedom, as the author’s central idea.
Students will also identify other themes such as adversity and how women exercise agency in
spite of heavy restrictions by the dominating male gender. Since themes are the most
fundamental elements that are explored in any work of literature, students will identify how
manipulation of power is depicted in the novel, as well as how power creates isolation among
citizens. In this unit, the learners will be guided into analyzing the Handmaid’s Tale,
understanding the author’s style, choice of words, target audience, and how these elements affect
plot development.
NAME
CLASSROOM INFORMATION
Content
Margaret Atwood The Handmaid’s Tale

Grade Level
11 th Grade

UNIT OVERVIEW
Unit Title

UNIT PLANNING 3
A Detailed Analysis of The Handmaid’s Tale
Unit Summary
The unit will kick off with students reading the text, The Handmaid’s Tale. Different students
will be assigned roles to read at random. As we read through the text, students will be given an
opportunity to explain their thoughts on the author’s form of writing, characterization, main
ideas evident and even how the choice of characters helped in developing each chapter.
Students will master the plot of the book as we progress as we will make references to the
book in subsequent lessons.

Students will be guided in determining the main ideas in the text, through the use of motifs.
They will identify main themes in each chapter as well as the overall theme for the book.
Additionally, students will be guided into identifying how the author’s unique style, dialogue
between characters, and decisions made by characters help in propelling the story forward.

Technology will also be integrated in the learning process. Some of these will include Google
Docs, use of Microsoft PowerPoint to project certain materials for learners, movies on The
Handmaid’s Tale in Flash Disks, and Educreations Interactive Whiteboard. Technology will
be incorporated in this unit to help get real-time feedback from students during the lesson as
well as enable them to participate actively in the learning process.

The implementation of this unit will require that students have access to internet so that they
can access the materials needed from the library, they will also be directed on how to use
threaded discussions to discuss their assignments and respond to their peers throughout the

UNIT PLANNING 4
learning process.

READING: LITERATURE
Standards
CCSS.ELA-Literacy.RL.11.1
Cite solid and detailed evidence from the novel that supports the interpretation of what the
author says (Common Core State Standards Initiative, 2019). This will include inferences
directly quoted from the novel. Also, issues left uncertain by the author will be determined.
11.1 is asking the students to explain what they think the author is passing across in the novel.
They are allowed to guess how the story will develop in subsequent chapters. Mastery of this
standard will require students to be in a position to make correct predictions on the
development of the plot. Also, it asks the students to cite specific parts of the text that support
their interpretation.
CCSS.ELA-Literacy.RL.11.2
Identify two central ideas from the text and provide an analysis of their development
throughout the text. Include how these themes interact with each other to create a complex
plot. Give a summary of the novel.
11.2 is asking the learners to identify the main theme in the novel and break it down by
explaining how different chapters support it. Students will do this by analyzing relationships
between characters, the setting of the novel as well as the plot developed by the author.
Mastery of this standard will e achieved if the students can identify the central idea in the text
accurately.
CCSS.ELA-Literacy.RL.11.3

UNIT PLANNING 5
Give an analysis of the author’s style and choice of words in regard to the development of the
plot. What is the setting of the story, characterization-including how characters are introduced
in the novel and developed, and action growth within the text.
11.3 requires the students to explain the development of the plot based on the decisions and
words of the characters. Students will have mastered this standard if they can explain how the
story is moving by giving information about the characters.
KUD-OBJECTIVES
K- the background of Gilead’s success. The characters in the novel, the setting as well as plot
of the story.
U- the central idea expressed in the novel and its relationships with characters and other minor
themes. Development of the theme in different chapters.
D- explain how the choice of words and characterization affect plot development.
ASSESSMENT PLANS
Formative assessments will comprise of group discussions and formal reports submitted to
gauge learner’s ability to interpret texts. After reading each chapter, learners will be asked to
explain their understanding of the chapter.
Summative Assessments will include grading worksheets done by students on different
questions from the novel. Students will also do literary analysis of chapters as I will instruct
them.
PROCEDURES AND ACTIVITIES
Procedures
Students will read the chapters in turn. Each student will maybe read one page. After every
chapter, students will discuss the development and do worksheets for summative assessments.

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We will do close reads. Then we will conduct open discussions to help students understand
chapters that may be unclear.
INTEGRATION OF TECHNOLOGY TO ENHANCE INSTRUCTION
Technology Integration
Google Docs
Microsoft PowerPoint
Educreations Interactive Whiteboard
Flash Disks
Smartboard
Youtube
Internet to access online materials and the library
Materials and Resources Required for the Unit
Google Accounts
Current Worksheets
Text and digital copies of The Handmaid’s Tale
Smartboard
Internet access (with limitations to only academic sites)
Tablets to be used by the students to access online materials

Conclusion

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Overall, the main objective in this unit is to get students engage in purposeful reading
where they can read, understand, and interpret a literature piece. In doing so, a culture of reading
is inculcated in them. Integration of technology in the learning process will ensure that students
actively take part in the lessons and enjoy reading. This unit plan provides me with a framework
within which my lessons will be based, it gives a synopsis of the lessons and will guide me in
developing my lesson plan. The plan is necessary for the success of the teacher in covering the
content, and this will guarantee student success (Nagro et al., 2019).

UNIT PLANNING 8

References

Atwood, M. (2006). The handmaid’s tale (Vol. 301). Everyman’s Library Classics &.
Common Core State Standards Initiative. (2019). English Language Arts Standards » Reading:
Literature » Grade 11-12 | Common Core State Standards Initiative. Retrieved 10 August
2019, from http://www.corestandards.org/ELA-Literacy/RL/11-12/
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson Planning with Engagement in Mind:
Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in
School and Clinic, 54(3), 131-140.