Explanation for teachers about Handmaid's Tale Webquest
Educational Technology > General Educational Technology > Integrating Technology into the Classroom Language Arts > General Language Arts > Literature Language Arts > Writing
Creative Commons Attribution 3.0
This lesson was developed to incorporate technology in the regular ed.
classroom. It was developed for a comprehensive project after
completing the novel the Handmaid’s Tale by Margaret Atwood.
Dystopian societies are something most students do not get
a lot of exposure with. If they are incorporated in readings a student
can pick apart many different themes that are society based, not just
literarily based. By giving students the tools to examine literature
and to use creativity to build upon their understanding a student can
create something more meaningful to them. This project encourages
students to take ownership of their writing and work. Students from
all different levels can approach this project using things that they
feel are their strengths. I approach this project as a multi genre,
where the students can develop, use their own skills and their own
The intended audience for this webquest is an eleven grade classroom who have just completed the novel the Handmaid's Tale.
This project can be used for any skill level, but is suggested for an
academic or advanced course ability. It can be extended to a
philosophy or psychology course, even a humanities. Also, the project
can added to, or scaled down to fit different skill levels. In order to complete this assignment the student should have an idea of
what a dystopian society is and have read the prescribed novel. (Or if
you would like to alter this project the novel necessary to create the
society.) In order to complete this assignment the student should have
an idea of what a dystopian society is and have read the prescribed
novel. (Or if you would like to alter this project the novel necessary
to create the society.) Students should also have the ability to work
in groups and access to the materials be it physical or digital to
create their society.
Standards 1.5.11. GRADE 11- Pennsylvania A. Write with a sharp, distinct focus. aspects of composition. · Use different types and lengths of sentences. · Use precise language. · Identify topic, task and audience. · Establish and maintain a single point of view. B. Write using well-developed content appropriate for the topic. · Gather, determine validity and reliability of, analyze and organize information. · Employ the most effective format for purpose and audience. · Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. C. Write with controlled and/or subtle organization. D. Write with a command of the stylistic · Sustain a logical order throughout the piece. · Include an effective introduction and conclusion. E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. F. Edit writing using the conventions of language. · Spell all words correctly. · Use capital letters correctly. · Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). G. Present and/or defend written work for publication when appropriate. Reflection on Standards
SWBAT Clearly and effectively create a well-developed dystopian society
incorporating what they have learned from text and discussion in the
SWBAT Clearly compose a paper/poster board that will be understood by
classmates and will include the general basis of the society.
SWBAT Work effectively in groups, and clearly develop the elements of their society and be able to explain it to classmates.
Describe what's needed to implement this lesson. Some of the possibilities:
*Margaret Atwood's: The Handmaid's Tale
*Dictionary and Library access for research.
*Art supplies or computer access to create the presented project portion.
*Teacher created material: An example of a society in poster and power point form.
*Handout listing assignment for those students who lack internet access at home.
*E-mail accounts for all students so they can communicate outside the classroom.
*Internet access for the students to research their societies elements.
*Specific software needed: Word Processor 20 copies, Power point or slide show software 20 copies.
This lesson can be completed with one teacher, however if there are
more in the classroom for any reason the project can still be carried
out effectively. The library and the classroom atmosphere should be
sufficient to complete the project.
Based on the overall average of the group project it will be possible
to gauge if the project was successful. When grading the students
progress and final project, we will look at creativity, planning, group
work ability, the final project and the written component. The
students can be creative and the overall problem should be answered
however the students find appropriate: There is a developing dystopian
society, how do you make it stronger?
If the final project and presentation incorporates all students in the
group then the project in terms of group work was successful. To
ensure that each group member is fulfilling their role, students can be
encouraged if they feel their work isn't being run adequately they can
set up a meeting with you. Also, it is possible to include and
evaluation worksheet so each student can evaluate their fellow group