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Lesson Plan

Language and Power in The Handmaid’s Tale and the World

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Language  and Power in The Handmaid’s Tale and the World

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Two 50-minute sessions
Lesson Author

Suzanne Linder

Suzanne Linder

Champaign, Illinois

Publisher

National Council of Teachers of English

 

Student Objectives

Session One

Session Two

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will:

  • identify and analyze examples of neologisms, Biblical language, and Offred's unique language musings.
  • articulate the significance of language patterns that they find in Atwood's writing.
  • apply knowledge of literary themes to articulate the connections between specific textual examples and larger themes.
  • apply their findings about language in Atwood's work to examples of official language in their own world.

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Session One

  1. Begin the session by asking students to define the word neologism. If necessary, guide students in an examination of the Greek prefix neo- and the root logos. Share the Definition and Examples of Neologism on an overhead or LCD projector to clarify understanding.
  2. Ask students if they can recall any neologisms from the novel. If they cannot, direct them to the section of the novel where they read about unwomen (10).
  3. Explain that students will be doing an activity in small groups in which they examine one chapter of The Handmaid’s Tale to find examples of neologisms that the government of Gilead has created or reappropriated.
  4. Explain that they will also be looking for examples of Biblical language, i.e., phrases that sound Biblical, are said to be from the Bible, or are lifted from the Bible and have become part of everyday interaction. Offer as an example, “Not all of you will make it through.  Some of you will fall on dry ground or thorns.  Some of you are shallow rooted” (10). They will also be looking for instances of Offred’s own language musings, such as “ladies in reduced circumstances” (8).
  5. Depending on your students’ level of familiarity with the Christian Bible, it may be helpful to have a discussion of what Biblical language sounds like.  Ask students who are familiar with The Bible to provide examples of Biblical language, or share an excerpt from the Beatitudes (in the Christian New Testament, the Beatitudes can be found in the book of Matthew 5: 1–11) .
    Note: If you have students who are uncomfortable with the portrayal of Christianity in the novel, this activity is a good place to talk about the misuse of Biblical language that occurs in the book and to make a distinction between a portrayal of abusive religion and a book that makes a statement about all religion. Using the examples of Biblical language in the book, you can make a strong case for Atwood arguing against the manipulation and misuse of the Bible, rather than a blanket condemnation of religion.
  6. Distribute the Examining Language in The Handmaid’s Tale Student Handout and review the content and instructions.
  7. Divide students into small groups of three to five students and assign each group a different chapter to examine closely.  This lesson is connected to chapters 2, 4, 8, 11, 12, and 15, but others chapters would work as well.
  8. Once they have read through their chapter marking “NL” for neologism, “BL” for Biblical language, and “LM” for Offred’s language musings, they should answer the summary and reflection questions on the Examining Language in The Handmaid’s Tale Student Handout.
  9. Let students know that in the next session they will be reporting on how their observations have led them to an overarching understanding of how language is used by society and by Offred in the book.
  10. For the remainder of the period, allow students to work in their small groups.  Circulate among the groups answering any clarifying questions that come up and engaging the groups in questions about their chapters and the language examples they are finding.  Use the Examining Language in The Handmaid’s Tale Teacher Notes to help prompt groups that need additional assistance.

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Session Two

  1. Give students time at the beginning of the session to meet in their groups and review their Examining Language in The Handmaid’s Tale Student Handout in preparation for the presentation.
  2. Then, in chronological order according to chapter assignment, ask student groups to share the language examples they found in the previous session.  The goal of these student presentations should be to help students see the integral role that control of language and abuse of Biblical language plays in the totalitarian government of Gilead and the specific ways that Offred challenges that control by the simple act of thinking and writing about language.
  3. Distribute the Presentation Notes Handout and ask the students who are not currently presenting to write down key ideas from each presentation and any questions they have for the presenters.
  4. For each example of a neologism, Biblical language, and Offred’s language musings, ask presenters to read a brief excerpt that contains the example.  Once they have read their examples, ask them to summarize their answers to the questions about how these specific types of language are used in the book and any general observations about language in The Handmaid’s Tale they have made while doing this activity.
  5. While groups are presenting, follow along in the Examining Language in The Handmaid’s Tale Teacher Notes for these chapters (and any additional notes you have made), offering your own language examples if students do not find all the examples that you wish them to cover.
  6. Patterns and themes will naturally emerge as more groups present.  Feel free to stop and ask additional probing questions of the groups presenting about these developing patterns and themes.
  7. Also ask the students who have been listening (who have already presented or are waiting to present) to ask any questions they have written down while listening.
  8. After presentations are complete, have students complete the Reflection Activity.

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EXTENSIONS

  • Ask students to bring in examples of official language put out by the U.S. or other governments.  Examples may include government press releases, comments by government members or representatives to the media, language taken from a government website, speeches by politicians, and so forth.  Students can analyze these examples of official language in the same manner as in the lesson, looking for neologisms and references to Biblical or other common texts. Students can write their own language musings, making observations about the various ways governments use language.
  • Ask students to use the Venn Diagram Tool to compare and contrast the kind of language use they find in official documents from their government to the language used by the government of Gilead.  A discussion answering the following questions could ensue:
    • Is our government manipulating the meaning of words in the same way that the government of Gilead does?  To what ends?
    • What is the relationship between power and language?
    • How do people in power dictate the meaning of language?
    • How do people outside of power reappropriate or challenge the official uses and meanings of language?
    • Do we need to fear the kind of social change that lead to Gilead?
    • What warnings for our society are present in The Handmaid’s Tale?


  • After completing The Handmaid's Tale, have students select and read a novel from the list of Other Books that Focus on Language and Power. Have students meet in mixed groups to discuss the ways that each of the novels treats the relationship between language and power.

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STUDENT ASSESSMENT/REFLECTIONS

 

  • After students complete the Reflection Activity, provide timely feedback before students read the rest of the novel.

  • After completing the novel, ask students to write a more formal analytical paper that discusses the relationships between power and language in the novel.  Adapt this rubric for evaluation of student work.

 

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