COEPD LESSON PLAN TEMPLATE DAY 6

Teacher Candidate: Caitlyn, Taylor, Brandi

Content Area: ELA 12 Lesson Topic: The Handmaid’s Length (timing) of Lesson: 45 minutes
Tale

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.12.2 Determine two or more themes or central ideas of a literary text and analyze their development over the course of the text, including how they interact
and build on one another to produce a complex account; provide an objective and critical analysis of the literary text.

Learning Objective(s):

Students will be able to discuss their findings with other groups in an appropriate manner.

Formative Assessment:
● Discussion (x2)
● Completed group work

PREPARATION
Materials/Resources:
 ● Novel
● Copy of outside text
● Paper (for group work)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction The teacher will lead a whole group discussion about
chapters 14, 15, and 16.
8:00- What are the most relevant points
8:08 ● We will discuss predictions for chapter 17 based from chapters 14, 15, and 16?
on what happened in the previous chapters

What can you predict will happen in

the next chapter?
Core Instruction Time
Did your predictions based on the last
few chapters come true?
Reading 8:08- The teacher will read aloud chapter 17 of the novel
8:18
● Students will follow along
● The teacher will remind students to complete blog What words sum up chapter 17?
Have one person in each group
entries about each chapter
write down the answers the rest
of the group comes up with.

Group work on assigned homework text: “Opposition to

the Women’s Rights Movement”
8:18- How does the opposition movement
Group Work ● Students will be split into four groups by
8:40 and the Gilead use their religious
assigning each student a number 1-4 randomly
texts to justify their treatment of
● Have your copy of the text
women?
● Analyze the reasoning behind the articles
argument
● How does the opposition movement and the
Gilead use their religious texts to justify their
treatment of women?
● Each group will write their reasoning
● There will be a whole group discussion about
each groups answer
 Closure Time
The teacher will assign homework: How could you relate to chapters 18
and 19?
8:40- ● Read chapters 18 and 19
8:45 ● Make sure to write in your blog entries for these
chapters

One member from each group will turn in what they wrote
for their reasoning at the end of class.

Contingency Time
If we run out of time, we can skip or cut short the whole
group discussion at the end of class.

If we have more time, students can begin reading

independently for their homework.
 COEPD LESSON PLAN TEMPLATE DAY 7
Teacher Candidate: Caitlyn, Taylor, Brandi

Content Area: ELA 12 Lesson Topic: The Handmaid’s Length (timing) of Lesson: 45 minutes
Tale / Accidents by Linda Pastan

INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.12.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the
informational text and media.

Learning Objective(s):

Students will be able to use situations from a novel and objectively create a news article.
Students will be able to use situations from a novel to create their own adaptation.

Formative Assessment:
● Discussion
● One sentence summary
● Low stakes writing assignment

PREPARATION
Materials/Resources:
● Novel
● Notecard
● Paper (for low stakes writing)
● Copy of poem

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction How did you feel about these
chapters?
8:00- The teacher will lead a whole group discussion about
8:05 chapters 18 and 19.

Core Instruction Time Article can be modified to have

pictures too.

Reading 8:05- The teacher will read aloud chapter 20 of the novel How would you summarize chapter
8:21 20?
● Students will follow along
● The teacher will remind students to complete blog
 entries about each chapter

Students will write a one sentence summary on a note card

for chapter 20.
8:21-
8:25
Summary

Imagine you are a news writer for the local newspaper in

Gilead.
8:25-
8:40 ● Write a short article (at least 5 sentences) about
Low Stakes Writing Gilead’s treatment of women. How do you feel about Gilead’s
● You can imagine you are for or against it. treatment of women?
● (Remember this is all pretending. Your article
does not have to reflect your personal views)

Closure Time
The teacher will assign homework and hand out copy of Why is childbirth so important in the
poem: novel?
 8:40- ● Read chapter 21 of the novel
8:45 ● Read poem “Accidents”
How does Ofred’s separation from
● Write about the emphasized importance of
her daughter compare to the threat of
childbirth in the novel.
having an “unbaby”?
● How does Ofred’s separation from her daughter
compare to the threat of having an “unbaby”?
● Also compare the novel and the poem (theme,
content, etc.) How do the novel and poem compare
based on their content?

Contingency Time
If we run out of time, students can complete their low
stakes writing for homework.

If we have more time, students can begin reading ahead

independently for their homework.
 COEPD LESSON PLAN TEMPLATE DAY 8
Teacher Candidate: Caitlyn, Taylor, Brandi

Content Area: ELA 12 Lesson Topic: The Handmaid’s Length (timing) of Lesson: 45 minutes
Tale

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.12.22 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Learning Objective(s):

Students will be able ot

Formative Assessment:
 ● Discussion
● Post reading activity
PREPARATION
Materials/Resources:
● Novel
● Paper (for post reading activity)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction How were the poem and novel the
same? Different?
8:00- Students will partner with someone who sits near them
8:05 and briefly discuss their homework.
 Core Instruction Time
What stood out to you most about the
poem?
Discussion 8:05- The teacher will lead a whole group discussion about
8:12 homework, asking one person from each group of partners
to share something.
draw a picture of where she
could have gone?

What are Offred’s major feelings

The teacher will read aloud chapter 22 of the novel throughout chapter 22?
8:12-
Reading
8:27 ● Students will follow along
● The teacher will remind students to complete blog
entries about each chapter

The teacher will hand out paper for the post reading
activity: What happened to Moira?
8:27- ● Write a one paragraph continuation of chapter 22
Post Reading Activity 8:40 ● Make a realistic prediction of where you think
Moira could have went
● Be creative
● Did she get caught, killed, escape to freedom,
 etc.?

Closure Time
Students will be asked to share what they wrote for their
continuation. We will share/discuss until the end of class.
8:40-
8:45
Students will turn in their writing at the end of class.

Contingency Time
If we run out of time, we will skip sharing/discussing the
post reading activity.

If we have more time, students can continue to work on

 their continuation or blog entries.

COEPD LESSON PLAN TEMPLATE DAY 9

Teacher Candidate: Caitlyn, Taylor, Brandi

Content Area: ELA 12 Lesson Topic: The Handmaid’s Length (timing) of Lesson: 45 minutes
Tale

INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.12.5 Determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on
one another to provide a complex and critical analysis; provide an objective summary of the informational text.

Learning Objective(s):

Students will be able to identify key details to determine a theme or an idea of a text.

Formative Assessment:
● Discussion
PREPARATION
Materials/Resources:
● Novel
● Paper (for poem)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time Think about what reconstruction “Think-Pair-Share” strategy.
means as an actual definition, how
Introduction Students will complete a pre-reading strategy: -think about the topic, pair
would we apply that in a larger
together, and then share with a
8:00- ● Read the first three sentences of chapter 23 setting?
group.
8:05 ● What do you think the novel means by,
Can we think of an
“reconstruction”?
“reconstruction” that has occurred
● There will be a brief group discussion
within history?

Core Instruction Time How would poetry be accepted in a Group work for brainstorming
society like Gilead? ideas.

Reading 8:05- The teacher will read aloud chapter 23 of the novel
8:20
● Students will follow along
● The teacher will remind students to complete blog
entries about each chapter

The teacher will assign/students will work on a medium

 stakes writing assignment (poem):
● The teacher will give all students a piece of paper
to begin writing/brainstorming
● You will be writing a poem of 14-30 lines
Medium Stakes Writing 8:20- ● You will begin working on it in class and finish
8:40 for homework
● Imagine that you are Offred – write about topics
such as: feminism, gender roles, the treatment of
women, oppression of women, etc.

Closure Time
The teacher will assign homework:
8:40- ● Finish your poem for homework
8:45
 Students will work on their poem until the end of class.

Contingency Time

If we run out of time, students will complete more of their

poem for homework.

If we have more time, students can discuss their poems

with a classmate.
 COEPD LESSON PLAN TEMPLATE DAY 10
Teacher Candidate: Caitlyn, Taylor, Brandi

Content Area: ELA 12 Lesson Topic: The Handmaid’s Length (timing) of Lesson: 45 minutes
Tale

INSTRUCTIONAL OUTCOMES
WV Standard(s):

ELA.12.32 Evaluate a speaker’s point of view, reasoning, and uses of evidence and rhetoric, in order to assess the stance, premises, links among ideas, word choice, points
of emphasis, and tone used among multiple speakers.

Learning Objective(s):

Students will be able to objectively summarize the main events in the novel up until a certain point.

Formative Assessment:
● Discussion
● Completed group work
● Completed blog entries for chapters 14-24
● Reflection
 PREPARATION
Materials/Resources:
● Novel
● Computer (for blog entry and reflection)
● Copy of outside text
● Paper for group work

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction What are the major plot points in
chapter 24?
8:00- The teacher will immediately begin reading aloud chapter
8:10 24 of the novel
● Students will follow along
 Core Instruction Time
What has happened so far in the
novel?
8:10- Students will fill in their blog entry for chapter 24
817
Blog Entry/Reflection ● The teacher will remind students that blog entries
14-24 are due today
● Reflect on your blog post for chapter 24 about
what has happened in the novel thus far (the first
half)
● Be specific

Group work activity on the text: “VERSES WRITTEN by

A YOUNG LADY, ON WOMEN BORN TO BE
8:17- CONTROLL'D!” How does the poem work as an
Group Work
8:35 ● Students will be split into groups of 4 insight to Offred’s mind?
alphabetically
● One member from each group will get a piece of
paper to write on Is Offred willing to take on a
● The teacher will give every student a print copy of “ slavish” state of mind?
the text
● Students will discuss/write about how the poem Students can orally contribute
works as insight into Ofred’s state of mind
● Is Offred willing to take on a “slavish” state of
 mind?

Closure Time

8:35- After doing group work, one member from each group
8:45 will share what they wrote/discussed.

One member from each group will turn in the work at the
end of class.

The teacher will remind students to turn in blog entries by

the end of the day.

Contingency Time
If we run out of time, we will skip sharing what each
group wrote.

If we have more time, we will have a more in-depth

discussion about the text.
Poem: Accidents by Linda Pastan
VERSES WRITTEN by A YOUNG LADY, ON WOMEN BORN TO BE CONTROLL'D!
Written by Anonymous (1743)
How wretchéd is a woman's fate,
No happy change her fortune knows;
Subject to man in every state,
How can she then be free from woes?

In youth, a father's stern command
And jealous eyes control her will;
A lordly brother watchful stands
To keep her closer captive still.

The tyrant husband next appears,
With awful and contracted brow;
No more a lover's form he wears:
Her slaves become her sovereign now.

If from this fatal bondage free,
And not by marriage-chains confined,
But, blessed with single life, can see
A parent fond, a brother kind;

Yet love usurps her tender breast,

And paints a phoenix to her eyes:
Some darling youth disturbs her rest,
And painful sighs in secret rise.

Oh cruel powers, since you've designed

That man, vain man, should bear the sway,
To a slave's fetters add a slavish mind,
That I may cheerfully your will obey.