Unit Plan Calendar: Class Meets Every Day of the Week for 54 Minutes

Unit Plan Calendar: Class meets every day of the week for 54 minutes. Key: EQ = Essential Question, HW = Homework, HT = The Handmaid’s Tale, * = further explanation at bottom of calendar

Implied homework every night is reading from The Handmaid’s Tale and working on the writing/performance assignments. Students will be assessed by participation in class discussions, writing prompts, completion of assignments, evidence of reading, and participation in mentor writing process/writing assignment/performance task process work. These assessments are incorporated into daily activities listed.

Week Monday Tuesday Wednesday Thursday Friday 1 1/1 1/2 1/3 1/4 1/5 Standard(s): SL.11-12.1, Standard(s): SL.11-12.1, Standard(s): W.11-12.5 W.11-12.4 NCTE 1 Topic/EQ: What ongoing Topic/EQ: How does Topic/EQ: Introduction issue that affects our lack of choice/power to The Handmaid’s Tale society is the most make people feel? important to you?

 Welcome back to  Anticipation  Present writing school/discussion guide and performance over news that  Introduce novel task assignments occurred during break  Read  Preview potential to start acquainting “Introduction” to topics and show NO SCHOOL NO SCHOOL ourselves to paying The Handmaid’s short clips/articles attention to current Tale written by that stand as events Margaret Atwood examples for  Class Activity (in the in February 2017 presentation and minds of our  Mini-Lesson: writing characters)* Historical info, assignment  Written reflection – etc.  Individual and response writing then group strategy: How did brainstorming being a part of your time assigned social class make you feel? What do you think others in different classes were feeling? Week Monday Tuesday Wednesday Thursday Friday

2 1/8 1/9 1/10 1/11 1/12 Standard(s): L.11-12.4 Standard(s): RI.11-12.8 Standard(s): W.11-12.7, Standard(s): SL.11-12.1 Standard(s): NCTE 1 Topic/EQ: Vocabulary Topic/EQ: What are our L.11-12.1 Topic/EQ: What can we Topic/EQ: Getting our rights as citizens of the Topic/EQ: Current do to promote change? message out there United States of Events/Mentor Writing America? Due: Subject of Research Reading Due: Chapters 7 Reading Due: Chapters – 12 (pg. 37 – 66) of HT 1-6 (pg. 3 – 33) of HT This is an Uprising Due: Second Reading Due: First Reading excerpts Response Journal Entry Response Journal Entry “In the United States, we  Vocabulary  Article of the are often told that the Watch Truth and Power* lesson: words in  Read and annotate week* way to create change is Season 1, Episode 6: first half of The The Bill of Rights  Mini-Lesson: through voting and Shooting the Messenger Handmaid’s Tale in class – discuss Sentence through lobbying elected as well as words Variation officials. This is an What is citizen related to our unit How do you think The  Mentor Uprising presents a journalism? How is this  Words will be Bill of Rights will text/writing vision of social driving a revolution and defined and paired connect to The workshop – what movement activity that shifting power? with Handmaid’s Tale? makes article goes beyond electoral pictures/videos, What do you believe our good? politics. It suggests that  Free write over and students will rights to be? Is there a  In class writing groups of people without these prompts discuss their own limit? What power are we time to emulate political connections or  Small group and understanding of as citizens afforded? what we see resources to pay elite then class word lobbyists can nevertheless discussion promote profound Assign short feature change.” The Language of Protest* article assignment*  Discussion of this and topics raised in book. Week Monday Tuesday Wednesday Thursday Friday  Protest Picture Gallery Walk*/Free HW: Reading Response Write: Which Journal* for tomorrow’s picture is the most HW: Reading Response reading from The powerful to you Journal (The Handmaid’s Handmaid’s Tale HW: Short article due and why? Tale) 1/17 HW: Reading Response Journal (Handmaid’s Tale) 3 1/15 1/16 1/17 1/18 1/19 Standard(s): NCTE 1, Standard(s): W.11-12.7, Standard(s): NCTE 7, Standard(s): RL.11-12.7 RI.11-12.7 L.11-12.1 W.11-12.7, W.11-12.1, Topic/EQ: How would Topic/EQ: How can Topic/EQ: Current W.11-12.4 you react when forced music inspire change? Events/Mentor Writing Topic/EQ: The Writing into a new and Process traumatizing situation?

Reading Due: Chapters Due: Short feature article Due: 2 sources for Reading Due: Chapters 13-18 (pg. 69– 106) of writing assignment 19-23 (pg. 109 – 140) of HT HT Due: Third Reading Due: Fourth Reading Response Journal Entry Response Journal Entry

 Article of the In class computer time to We are beginning to see Continued connection to week work on writing that Offred can be NO SCHOOL This is an Uprising  Mini-Lesson: assignment considered passive in The Punctuation usage Handmaid’s Tale. Why  Listen to “Ohio”  Mentor  Conferencing do you think that is? by Crosby, Stills, text/writing with teacher*  Clips from The Nash, and Young workshop – what Handmaid’s Tale makes article tv show - How does public outrage good? Compare and change the nation’s  In class writing Contrast Offred in perception of important/ time to emulate both political issues? what we see Week Monday Tuesday Wednesday Thursday Friday

 Listen to “Alice’s Restaurant Massacree” Find the message in the song about starting a movement. How could Offred/others take this message and apply it to their own situation? HW: Reading Response Journal (The Handmaid’s HW: Short article due Tale) tomorrow 4 1/22 1/23 1/24 1/25 1/26 Standard(s): NCTE 1, Standard(s): RL.11- Standard(s): W.11-12.7, Standard(s): NCTE 7, Standard(s): L.11-12.4 RL.11-12.1 12.1, SL.11-12.1 L.11-12.1 W.11-12.7, W.11-12.1, Topic/EQ: Vocabulary Topic/EQ: Giving in to Topic/EQ: Should Topic/EQ: Current W.11-12.4 government control citizens ever have to give Events/Mentor Writing Topic/EQ: The Writing up some of their rights? Process

Due: Fifth Reading Reading Due: Chapters Response Journal Entry 24-30 (pg. 143 – 195) of HT Due: Sixth Reading Response Journal Entry

Read in class: “The  In class debate*  Article of the In class computer time to  Vocabulary Lottery” and complete over “The week work on writing lesson: words in Directed Reading- Lottery”/The  Mini-Lesson: assignment second half of Thinking Activity Hunger Games – How to stay The Handmaid’s should they do it? unbiased  Conferencing Tale as well as  Watch The  Written reflection (presented by with teacher words related to Hunger Games guest speaker – our unit clip journalist)  Words will be  Small group  Mentor defined and paired discussions text/writing with  Connection to workshop – what pictures/videos, Week Monday Tuesday Wednesday Thursday Friday The Handmaid’s makes article and students will Tale good? discuss their own  In class writing understanding of time to emulate word what we see

HW: Reading Response Journal (The Handmaid’s HW: Reading Response Tale) Journal over “The Lottery” 5 1/29 1/30 1/31 2/1 2/2 Standard(s): W.11-12.7, Standard(s): W.11-12.7, Standard(s): W.11-12.7, Standard(s): NCTE 7, Standard(s): SL.11-12.4, RL.11-12.1 NCTE 7 L.11-12.1 W.11-12.7, W.11-12.1, SL.11-12.5 Topic/EQ: Governments Topic/EQ: Historical Topic/EQ: Current W.11-12.4 Topic/EQ: Historical comparable to the figures who took control Events/Mentor Writing Topic/EQ: The Writing figures who took control Republic of Gilead Process

Due: Seventh Reading Due: Interview needs to Reading Due: Chapters Response Journal Entry be done/Email from 31-39 (pg. 199 – 255) of interviewee should be HT received by me Due: Eighth Reading Response Journal Entry

Due: Group Projects

Read in class: Excerpts Watch TedTalk: My  Article of the In class computer time to  Small group from The Girl with Seven Escape from North Korea week work on writing presentations Names (author of yesterday’s  Mini-Lesson: assignment  These  Ch. 9: “To be a excerpts) Strong verbs and presentations will Good adjectives  Conferencing help us practice Communist”  Laptop cart in  Mentor with teacher for performance Week Monday Tuesday Wednesday Thursday Friday  Ch. 53: “The class to work on text/writing task Beauty of a Free group projects workshop – what  Fill out peer Mind” (groups must have makes article evaluation forms a digital visual: good? during  Group project PowerPoint,  In class writing presentations assignment* pictures slide time to emulate given show set to music, what we see etc.)

HW: Group Project/ HW: Group Project/ Reading Response Reading Response Journal (The Handmaid’s Journal (The Girl with HW: Group Project HW: Group Project Tale) Seven Names) 6 2/5 2/6 2/7 2/8 2/9 Standard(s): RL.11- Standard(s): SL.11-12.1, Standard(s): SL.11-12.1, Standard(s): W.11-12.5, Standard(s): RL.11- 12.1, NCTE 1 W.11-12.10.b NCTE 5 NCTE 5 12.1, SL.11-12.1 Topic/EQ: Black History Topic/EQ: Black Lives Topic/EQ: How are Topic/EQ: The Writing Topic/EQ: The in relation to control Matter movement current movements and Process Handmaid’s Tale the issues behind them related to The Handmaid’s Tale? Due: Ninth Reading Due: Rough Draft of Reading Due: Chapters Response Journal Entry Paper 40-46 (pg. 259 – 295) of HT Due: Tenth Reading  Mini-Lesson: Response Journal Entry Black History Month (How have black people been Watch Truth and Power  Finish thoughts  Workshop time in  Socratic seminar* historically Season 1, Episode 1: from previous two class/Peer editing controlled, #BlackLivesMatter days over Black Week Monday Tuesday Wednesday Thursday Friday movements to Lives create change)  Mini-Lesson: AAVE Matter/connection to The Read in class with How does the BLM Handmaid’s Tale partners: Excerpts from movement connect to  Assign Poster Invisible Man what we read yesterday? creation*/work  Prologue How are these activists time in class  Chapter 1 asserting their rights as U.S. citizens? Are Is there a difference protesters doing more between social harm than good? responsibility and social equality? How is the  Free write over narrator trying to take these prompts control of his life?  Small group and then class HW: 1-2 page reflection discussion over The Handmaid’s HW: Reading Response Tale –personal feelings, HW: Reading Response HW: Rough Drafts due Journal (The Handmaid’s connections made with Journal (Invisible Man) tomorrow Tale) other texts in class, etc. 7 2/12 2/13 2/14 2/15 2/16 Standard(s): NCTE 1 Standard(s): NCTE 1 Standard(s): NCTE 1 Standard(s): L.11-2.4, Standard(s): SL.11-12.4, and 3 and 3 and 3 RI.11-12.7 L.11-12.1 Topic/EQ: Children of Topic/EQ: Children of Topic/EQ: Children of Topic/EQ: What major Topic/EQ: Presentation Men/The Handmaid’s Men/The Handmaid’s Men/The Handmaid’s connections did you find preparations Tale Tale Tale between Children of Men and The Handmaid’s Tale? Due: Research Paper Due: Poster Due: Reflection over The Due: Finished triple Handmaid’s Tale response journal for movie Guest Speaker: Local  Final thoughts on citizen who works closely In class showing of In class showing of Finish Children of Men Movie/The with an issue similar to Children of Men* Children of Men Handmaid’s Tale students’ issues Week Monday Tuesday Wednesday Thursday Friday  Students will be  Vocab Quiz  Mini-Lesson:  Students will be  Students will be filling out a triple Presentation tips, filling out a triple filling out a triple response journal etc. (What did we response journal response journal graphic organizer learn from guest graphic organizer graphic organizer speaker?)  Practice presentations

HW: Poster due HW: Research paper due tomorrow tomorrow 8 2/19 2/20 2/21 2/22 2/23 Standard(s): SL.11-12.4, Standard(s): SL.11-12.4, Standard(s): SL.11-12.4, L.11-12.1 L.11-12.1 L.11-12.1 Topic/EQ: Presentations Topic/EQ: Presentations Topic/EQ: Presentations

NO SCHOOL NO SCHOOL Performance Task Performance Task Finish Performance Task Presentations Presentations Presentations  Last ½ of class – reflection on unit

HW: Thank You letter*

Class Activity (in the minds of our characters): As an introductory activity to The Handmaid’s Tale students will participate in this activity that will put them into the social classes from the book. These classes include Marthas, Handmaids, Wives, Econowives, Angels, Aunts, Commanders, and Guardians. The students will be randomly assigned to a class and asked to complete an assignment. The catch is that each group will have to follow the rules of their social class, so depending on how high or low ranking they are, they may not have a lot of resources available to them to complete their task. Other classes may even by spying on them, which could get rule breakers in trouble. The point of this activity is to get students in the minds of the characters and seeing how it feels to be assigned a social class that you had no say in. After participating, students will write a reflection about this experience.

Reading Response Journal: Students will complete a journal due every Tuesday and Friday from weeks two through six. These journal entries will consist of responses to The Handmaid’s Tale and any in class readings we do. These entries will be individual and personal to each student, as there is not an assigned prompt; the goal is just for students to think and write about our readings and make connections to the world/their own life. They may also take any notes they feel necessary in these journals. Article of the Week: Most Wednesdays during this unit we will be focusing on current events and reading an article of the week. This article may relate to what we’ve been talking about during the week, topics in The Handmaid’s Tale, or may simply be a big event that has happened that week that students should be aware of. This will be a time for students to become connected to the world, but will also be used to teach grammar concepts in the context of writing. The articles will serve as mentor texts as students learn to write feature articles so they can perform well on their final writing assignment.

Short Feature Article: To practice for their final writing assignment, students will write a short feature article (~450 words). This article will be about something happening in our world, from political changes to celebrity gossip. As long as students adhere to the guidelines, the topic is for them to choose. Students will have to incorporate sources into this article, just as they will in their final assignment, so they will also get practice with citations and MLA format.

Protest Picture Gallery Walk: While talking about what citizens can do to promote change, we will look at “iconic” protest images throughout the years. These pictures will be posted around the room, and students will walk around in groups to look at each. Students will think about what message these pictures are sending and how they show how individuals can promote change. Students will have to decide which image is the most powerful to them and explain why.

Truth and Power: This is a documentary series on Netflix described as showing “Ordinary people go[ing] to extraordinary lengths to uncover abuses of power.” Students will watch two episodes from this series over the course of this unit that connect with the readings we will do in class and the overall themes in The Handmaid’s Tale.

The Language of Protest: We will discuss how our language changes depending on the situations we are in. How do protesters speak? Why do they chant and yell? How does this affect our perception of them?

Conferencing with Teacher: During in class work time for the writing assignment and performance task, students will conference with the teacher about their progress and any questions they have.

In class debate: The class will be split into two groups and each group will be randomly assigned a side. One side will be arguing that citizens are obligated to conform to the declarations of our government no matter the cost while the other side will be arguing that citizens should fight against authority when it appears they have gone too far.

Group Project Assignment: This assignment will integrate technology and help practice for our final presentations during our performance task. This will be a group assignment, with each group being around 3-4 students. The group will decide on a historical figure that went from having little to no control (much as Hyeonseo Lee in The Girl with Seven Names) to gaining control through perseverance and will. An example of a person who students can pick is Frederick Douglass. The group must construct a digital visual such as a PowerPoint or a picture slide show set to music. Groups will present their visual and research to the class.

Poster Creation: Students will create a poster that showcases resistance in The Handmaid’s Tale. There are several instances throughout the book that show characters trying to change their situation. Students will choose one and create a poster, much in the line of War propaganda/political movements. These posters could be for secret meetings happening in the book, the Mayday Resistance, anti-Sons of Jacob, about Freedom of Choice, advertising the Brothel, or anti-the Eyes of God. Posters will be hand drawn and colorful, as they will be hung around the class.

Socratic Seminar: As a summative assessment for The Handmaid’s Tale, students will participate in a Socratic seminar. This discussion will last the whole class period and will include questions about the book, our essential questions from the unit, and connections from in class readings and activities. All students will need to participate to receive a good grade.

Children of Men: As a connection to The Handmaid’s Tale, we will be watching this movie. It has similar topics and themes, as in this fictional world fertility is down as well. Some characters go along with the new status quo, while others form a resistance and maintain hope. This movie will be used to see how themes of governmental control/citizens response differs/stays the same from traditional texts to non-traditional texts. Is the message still the same? Is one more powerful than the other?

Triple Response Journal Graphic Organizer: During the movie students will fill out a graphic organizer that has three sections. The first section is meaningful moments in the movie. These moments are up for individual interpretation, as each moment may resonate differently from student to student. The second section is connection to your life/the world. Students will connect the moments they pulled from Children of Men to their own lives or the world. Finally, the third section is connections to The Handmaid’s Tale. Students will compare/contrast what they are seeing in the movie to what they read in the book.

Thank you letter: Students will write a thank you letter to the person they interviewed for their writing assignment. This letter will thank the individual for taking time out of their busy schedule to help and will explain how the student’s final project turned out.