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Essential Question: How does The Handmaid’s Tale compare to other dystopian texts? Lesson 21 | Comparing Dystopias: Dystopian Mirrors This engaging lesson helps students compare The Handmaid’s Tale with other classic dystopian novels, including 1984 (George Orwell), Frankenstein (Mary Shelley), Brave New World (Aldous Huxley), and We (Yevgeny Zamyatin). Students will explore key dystopian themes such as control, resistance, surveillance, and oppression, while understanding how Margaret Atwood engages with dystopian conventions. Learning Objectives: Identify key similarities and differences between The Handmaid’s Tale and other dystopian texts. Understand how Atwood reflects and subverts traditional dystopian elements. Develop skills to compare and contrast multiple dystopian texts in a structured essay. Lesson Features: Starter Task: A Think-Pair-Share activity to discuss what makes a dystopian novel. Learning Stations: Students rotate through stations exploring key extracts from each novel, analyzing how themes of control and resistance are presented. Practice Exam Question: “Compare how Atwood and another dystopian writer present control and resistance in their novels.” Students will create an essay plan, focusing on key themes across texts. Essay Planning Task: Students summarize the biggest differences between The Handmaid’s Tale and another dystopian novel, then discuss the similarities and differences within the genre. Exit Task: Reflect on the core similarities and differences across dystopian fiction. This lesson includes: A full lesson plan Handouts with extracts from 1984, Frankenstein, Brave New World, and We Essay planning guide to structure comparisons across texts Visit my TES shop for more English resources and the full pack! **51���� Notice: **This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale | Critical Essay: The Significance of the Novel’s Ending This fully resourced lesson guides students through a structured critical essay exploring the significance of Offred’s final words in The Handmaid’s Tale. Through close reading, discussion, and essay planning, students will develop analytical skills and deepen their understanding of Atwood’s use of ambiguity. Learning Objectives: Identify key themes in the novel’s ending, including power, resistance, and fate. Explore how Atwood’s ambiguous conclusion influences interpretation. Plan and write a well-structured critical essay responding to an exam-style question. Lesson Overview: Starter: Close analysis of Offred’s final line and discussion of its implications. Discussion: Key themes, critical perspectives, and contextual influences on the novel’s conclusion. Essay Planning: Breakdown of an exam-style question with structured guidance. Timed Essay: Students apply their learning in a formal response with peer review and feedback. This resource includes a full PowerPoint presentation, an essay writing handout, and a structured essay guide with prompts to support students in developing a clear and critical argument. For more English Literature resources and the full lesson pack, visit my TES shop. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Product Description for Lesson 19 | Whole Novel—Feminist Perspective: The Handmaid’s Tale Essential Question: How does feminist literary criticism shape our understanding of The Handmaid’s Tale? In this lesson, students will explore key feminist critical perspectives to deepen their understanding of Margaret Atwood’s The Handmaid’s Tale. The lesson focuses on how gender, power, and resistance are portrayed throughout the novel, with a specific emphasis on feminist theory. Students will critically engage with various feminist readings and apply these frameworks to analyse the text. Learning Objectives: Understand key feminist critical perspectives on The Handmaid’s Tale. Analyse how Atwood presents gender, power, and resistance within the novel. Apply feminist theory to interpret the text and evaluate its feminist themes. Lesson Overview: Starter Task: Students will identify three characteristics they associate with a feminist novel and discuss whether The Handmaid’s Tale fits this definition. Feminist Readings: Students will examine three key feminist perspectives: Liberal Feminism: Focuses on women’s rights and autonomy (e.g., Offred’s limited agency). Radical Feminism: Focuses on systemic oppression and control of women’s bodies (e.g., reproductive rights in Gilead). Intersectional Feminism: Considers race, class, and gender (e.g., how Gilead’s structure affects women differently). Small Group Task: Students will analyse key feminist themes in the novel (reproductive control, gender and power, female agency and resistance) and find textual evidence to support their feminist interpretation. Critical Debate: Students will debate whether The Handmaid’s Tale is a feminist novel. They will consider whether the novel critiques patriarchal oppression or whether its portrayal of Offred as a passive character undermines its feminist message. Exit Task: Students will answer the question, “Is The Handmaid’s Tale a feminist novel?” using evidence from the lesson’s discussion. Key Themes for Analysis: Reproductive Control: How does the novel reflect real-world debates about bodily autonomy? Gender and Power: Who holds power in Gilead, and how is it enforced? Female Agency and Resistance: In what ways do women resist oppression? This lesson encourages critical thinking and facilitates a deeper understanding of feminist literary criticism through the lens of The Handmaid’s Tale. It is ideal for students studying feminist perspectives in literature, as well as those looking to engage with broader debates surrounding gender, power, and resistance in dystopian fiction. Feminist literary criticism, The Handmaid’s Tale, feminist perspectives, gender and power, reproductive rights, intersectional feminism, Offred, literary analysis, feminist theory, dystopian fiction. For more lessons and resources, explore the full pack on my Tes shop!

Lesson 19: The Historical Notes – Rewriting Offred’s Story A Complete GCSE/A-Level English Literature Lesson on The Handmaid’s Tale Overview This fully resourced lesson explores the Historical Notes section of The Handmaid’s Tale, challenging students to consider how history is written, whose voices are prioritised, and how Atwood critiques male academic authority. Through structured discussion, textual analysis, and critical perspectives, students will assess the reliability of Offred’s story and examine the implications of historical interpretation. Key Learning Objectives Understand the purpose of the Historical Notes. Analyse how Atwood critiques historical narratives and academic authority. Assess the reliability of Offred’s account. Lesson Activities Starter Task: First impressions – students reflect on their initial reactions to the Historical Notes and compare its tone to Offred’s narrative. Who Controls the Narrative? Independent analysis of Professor Pieixoto’s lecture, followed by a class discussion on male academic authority. Debate: Can Offred’s account be trusted, or is it shaped by her perspective and limitations? Critical Interpretations: Feminist, postmodern, and dystopian readings of the Historical Notes. Challenge Task: Short response on how history remembers women’s stories. Exit Task: Reflecting on Atwood’s use of metafiction and narrative ambiguity. Resource Includes A full presentation covering key discussion points and textual analysis. A structured handout for analysing Professor Pieixoto’s lecture. Ready-to-use lesson activities that encourage critical thinking and debate. Why Choose This Resource? Engaging and thought-provoking content aligned with GCSE and A-Level English Literature. Encourages deep analysis of Atwood’s themes and literary techniques. Ideal for classroom discussion, independent study, or essay preparation. Looking for more lessons on The Handmaid’s Tale? Visit my shop for the full 30-lesson pack covering the entire novel. The Handmaid’s Tale lesson, GCSE English Literature, A-Level English, Margaret Atwood, Historical Notes, narrative authority, feminist criticism, dystopian fiction, literary analysis, English teaching resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 17: Final Moments – Rescue or Another Trap? A Complete GCSE Lesson on The Handmaid’s Tale (Chapters 39-41) Overview This fully planned lesson guides students through the ambiguous ending of The Handmaid’s Tale, encouraging critical analysis and discussion. Through structured tasks and thought-provoking questions, students will explore whether Offred’s departure signifies freedom or another form of control. Key Learning Objectives Understand the final events of Offred’s narrative. Analyse different interpretations of Offred’s fate. Evaluate Atwood’s use of ambiguity and narrative uncertainty. Lesson Activities Starter Task: Prediction and discussion on Offred’s fate. Analysing the Ending: Exploring three possible interpretations—hopeful rescue, continued oppression, or unresolved uncertainty. Critical Thinking: Evaluating Atwood’s use of narrative ambiguity and comparing it to other dystopian literature. Textual Analysis: Using evidence to support different readings of the ending. Exit Task: Reflecting on how the conclusion shapes the novel’s overall message. Why Choose This Resource? Ready-to-use lesson with structured tasks and discussion prompts. Encourages deep textual analysis and critical thinking. Supports GCSE and A-Level students studying dystopian fiction. Ideal for classroom discussion, independent study, or essay preparation. Perfect for: GCSE and A-Level English Literature teachers. Students analysing The Handmaid’s Tale for coursework or exams. Tutors and homeschooling educators seeking structured literary analysis activities. Download now for a high-quality lesson on Atwood’s powerful and ambiguous ending. The Handmaid’s Tale lesson, GCSE English Literature, A-Level English, Margaret Atwood, dystopian fiction, narrative ambiguity, Offred’s fate, literary analysis, critical thinking, English teaching resources. **51���� Notice: **This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 16: The Salvaging & Ofglen’s Fate (Chapters 36-38) - The Handmaid’s Tale This lesson is part of a comprehensive 30-lesson unit, with the full unit available this Saturday. Lesson 16 focuses on the critical themes of violence, fear, and control in Margaret Atwood’s dystopian world of Gilead, examining the public punishment of The Salvaging and Ofglen’s fate. Essential Question: How does Atwood use violence and fear to maintain control in Gilead? Lesson Overview: Learning Objectives: Understand the role of public punishment in totalitarian regimes. Explore how violence reinforces fear and obedience in Gilead. Analyze the impact of The Salvaging and Ofglen’s fate on Offred’s perspective. Starter Task: Begin with class discussions to explore previous punishments in The Handmaid’s Tale, the purpose of public executions, and the role fear plays in shaping behavior in Gilead. Real-World Context: Connect Atwood’s depiction of Gilead to historical and modern instances of public executions, including: Nazi Germany’s use of public executions for control. The Soviet Union’s show trials and purges under Stalin. Pol Pot’s Khmer Rouge regime in Cambodia. Recent reports of extrajudicial killings and public executions in Gaza in 2024. Key Themes: The Salvaging: Explore Ofglen’s decisions and their impact on Offred, as well as the broader implications of rebellion and resistance in Gilead. Class Discussion: Students will reflect on the role of public punishment in maintaining fear and control, as well as examine whether there is any hope for change in Gilead. Assessment Activities: Annotation Task: Annotate key quotes from The Salvaging and consider how these reflect the oppressive atmosphere in Gilead. Workbook Questions: Engage with reflective questions about Ofglen’s fate, its impact on Offred, and the broader implications for resistance in Gilead. This lesson encourages deep analysis of violence as a tool of control, both in Gilead and the real world, and provides a foundation for understanding how fear and public punishment suppress rebellion in totalitarian regimes. This lesson includes a full presentation and a handout looking at key quotes from the Salvaging and critical thinking questions to gain a deep understanding of this section of the text. Keywords: The Handmaid’s Tale, totalitarian regimes, violence and fear, public executions, rebellion, Gilead, Ofglen, resistance, Atwood, historical context, real-world connections, totalitarian control. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 15 | The Handmaid’s Tale | Love & Power in Gilead: Critical Essay Practice Essential Question: How does Atwood present love and relationships in Gilead as sites of power and control? This Lesson 15 plan for The Handmaid’s Tale (Chapters 24-35) helps students explore the theme of love as both an act of rebellion and a form of subjugation. Through guided analysis and critical thinking, students will engage with relationships in Gilead and practice writing a critical essay on how power and control shape love in the novel. Learning Objectives: Students will analyse relationships in The Handmaid’s Tale to understand how power dynamics shape love and oppression in Gilead. Students will explore the themes of rebellion and subjugation in relation to love, examining how these themes reflect societal control. Students will develop their essay writing skills, constructing a well-organised critical essay using textual evidence and engaging with different interpretations. Lesson Breakdown: Starter Task: Students will identify relationships in The Handmaid’s Tale by discussing which ones involve power imbalances. They will reflect on whether love in Gilead is ever free from control. Class Discussion: Students will analyse how Atwood uses relationships to critique power structures in the novel, with a focus on love as a tool of control and survival. Planning Task: Before writing, students will brainstorm key arguments to answer the question: Is love a form of rebellion or subjugation? They will find key quotes from the text to support their arguments. Task 1: Finding Evidence: Students will skim through chapters to find one quote illustrating love as an act of rebellion and one showing love as a form of subjugation. They will use this evidence in their essay. Essay Preparation: Students will use the provided handout with key quotes and an essay writing structure to help them plan their critical essay response, focusing on rebellion and subjugation as themes in the novel. Timed Essay Practice: Students will write a critical essay, using evidence and analysis to answer the essay question. They will develop a clear argument, support it with quotes, and consider different interpretations of Atwood’s portrayal of love. Peer Feedback: Students will exchange essays with a partner, providing constructive feedback on clarity, textual evidence, and engagement with the context of the novel. Exit Task: Students will reflect on their writing, identifying their strongest points and areas to improve for future essays. Included Resources: Full lesson presentation. Two handouts: Key quotes and an essay writing structure.

Lesson 14: The Mayday Underground – Resistance or False Hope? The Handmaid’s Tale | Chapters 33-35 Essential Question: Does Mayday offer true resistance, or is it just another form of control? This thought-provoking lesson explores the role of Mayday in The Handmaid’s Tale, examining its significance as a potential force of resistance or a manipulated source of false hope. Through engaging discussions, comparative analysis, and structured writing tasks, students will critically assess how Atwood constructs uncertainty around rebellion in dystopian fiction. Learning Objectives: Understand the significance of Mayday within Gilead’s regime. Analyse the role of resistance in dystopian literature. Evaluate whether Mayday provides hope or reinforces control. Lesson Activities: Starter Task – Think, Pair, Share: Identify historical and fictional resistance movements. Discuss whether resistance is always trustworthy or if it can be manipulated. Group Discussion: Examine the secrecy of Mayday and its role in The Handmaid’s Tale. Debate whether Offred has reason to trust the resistance. Analyse Atwood’s portrayal of uncertainty around rebellion. Comparative Analysis Task: Compare Mayday with other dystopian resistance movements, such as 1984’s Brotherhood or The Hunger Games’ District 13. Discuss common themes of resistance and control in dystopian fiction. Written Task: Respond to the question: Does Mayday provide genuine hope for Handmaids, or is it another form of control? Use textual evidence to support your argument. Why Choose This Lesson? Ideal for GCSE and A-Level students, this lesson provides an in-depth analysis of power, control, and resistance in The Handmaid’s Tale. It encourages critical thinking, textual engagement, and comparative analysis of dystopian tropes. Full 30-Lesson Pack Available from 8th March 2025 **51���� Notice: **This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 13: Nick – Love, Freedom or Another Form of Control? The Handmaid’s Tale | Chapters 30-32 Essential Question: Does Nick offer Offred freedom, or is he just another means of control? This engaging lesson guides students through a critical analysis of Nick’s role in The Handmaid’s Tale, encouraging them to explore the ambiguity of his relationship with Offred. Through discussion, textual analysis, and structured written tasks, students will assess whether Nick represents genuine love and protection or is simply another instrument of control in Gilead’s oppressive system. Learning Objectives: Identify and evaluate Nick’s role in Offred’s life. Analyse the complexity of their relationship and its implications. Assess different interpretations of Nick’s character using textual evidence. Lesson Activities: Starter Task: Discuss Nick’s character so far – his actions, motives, and status in Gilead. Debate whether Offred can truly trust him. Discussion Questions: How does Offred’s relationship with Nick compare to her past with Luke? Does Offred seek comfort in Nick out of love, desperation, or manipulation? Is Nick an ally, a tool of Gilead, or something more complex? Written Task: Write an analytical paragraph assessing whether Nick offers Offred freedom or control. Work in groups to explore different interpretations, using textual evidence. Reflection & Exit Task: Consider Offred’s emotional state and agency in this relationship. Reflect on how today’s discussion has influenced your perception of Nick. Why Choose This Lesson? Perfect for GCSE and A-Level students studying The Handmaid’s Tale, this lesson provides a structured yet thought-provoking approach to analysing character motivation, power dynamics, and Atwood’s commentary on control and autonomy. Full 30-Lesson Pack Available from 8th March 2025 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Essential Question: How does Margaret Atwood use language as both a tool of control and resistance in The Handmaid’s Tale? This GCSE and A-Level English Literature lesson (Chapters 27-29) examines the role of linguistic manipulation, propaganda, and storytelling as rebellion in Atwood’s dystopian novel. Students will explore key quotes, media bias, political rhetoric, and corporate jargon to understand how language shapes power structures in both fiction and reality. Lesson Includes: Full presentation with structured activities Quote analysis task on Offred’s narration and resistance including handout Real-world case studies on euphemistic language in media, politics, and business Analytical writing task with guided prompts Perfect for The Handmaid’s Tale exam preparation, essay writing, and class discussions on dystopian literature, propaganda, and narrative voice. Visit my shop for more Handmaid’s Tale resources. Full unit available 8th March 2025. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

A Level English Literature: The Handmaid’s Tale – Lesson 11 Prepare your A Level English Literature students for their exams with this in-depth lesson on The Handmaid’s Tale, focusing on Chapters 27-29. This engaging and analytical resource explores how Jezebel’s exposes the hypocrisy of Gilead’s ruling class, offering students key insights into themes of power, sex, and control in dystopian fiction. Through thought-provoking discussion questions, written analysis tasks, and group activities, students will: Examine how Jezebel’s challenges Gilead’s public morality. Analyse Atwood’s critique of male hypocrisy. Discuss the intersection of power and sexuality in dystopian literature. This lesson includes a detailed starter activity, structured class discussions, an analytical writing task, and a final exit task to consolidate learning. Ideal for AQA and other exam boards, this resource supports critical thinking and textual analysis skills essential for A Level success. Find the full 30-lesson bundle, available from 8th March 2025, in my TES shop! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 10: Oppression and Power in The Handmaid’s Tale In this A-Level English Literature lesson, students will analyze key quotes from The Handmaid’s Tale to explore how Margaret Atwood presents female characters as both victims and enforcers of oppression. Through close reading and discussion, students will categorize each quote, considering its significance in relation to the novel’s themes of power, control, gender, and resistance in Gilead. Students will then apply their analysis in a timed essay response, answering the exam-style question: "Women in Gilead are both victims and enforcers of oppression. Examine how Atwood presents female characters in The Handmaid’s Tale." This lesson is designed to develop essay-writing skills, critical analysis, and exam preparation for AQA, Edexcel, and OCR A-Level English Literature courses. Looking for more The Handmaid’s Tale resources? Browse my shop for GCSE & A-Level English Literature lessons, or get the full lesson pack—available from 8th March 2025! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale Lesson 9: Moira – Rebellion, Resistance, and Reality This engaging and thought-provoking lesson explores Moira’s role as a symbol of rebellion in The Handmaid’s Tale by Margarat Atwood. Students will examine her character’s defiance, consider the effectiveness of different forms of resistance in dystopian literature, and compare her actions to Offred’s survival strategy. In this lesson students will explore the Essential Question: *What are the limits of resistance in Gilead, and how does Moira embody defiance? * Learning Objectives: Analyse how Moira represents resistance in The Handmaid’s Tale. Understand different forms of rebellion in dystopian literature. Compare and contrast Moira and Offred’s responses to oppression. Brief Overview: Starter Task: Students will reflect on historical, literary, or real-world examples of resistance. and consider if resistance always lead to change. Main Discussion: Students will examine Moira’s personality, beliefs, and role in the novel and explore how dystopian literature presents multiple forms of defiance. Exit Task: Students write a short response exploring whether Moira is a successful rebel and how her fate influences perceptions of her defiance. This lesson includes a detailed presentation, discussion prompts, and structured activities to encourage critical engagement with The Handmaid’s Tale. Ideal for A-Level English Literature and advanced GCSE students. Visit my TES shop to find other lessons in this pack or download the complete teaching resource, available from 8th March 2025. The Handmaid’s Tale, Margaret Atwood, dystopian literature, resistance, rebellion, oppression, Moira, Offred, feminism, A-Level English, GCSE English, comparative analysis, critical thinking. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

This lesson delves into the character of Serena Joy in The Handmaid’s Tale, exploring how Atwood critiques conservative feminism through her portrayal. Students will examine Serena’s background, her contradictions between her past beliefs and her current role in Gilead, and her complex position within the regime’s power structure. Learning Objectives: To understand Serena Joy’s background and beliefs. To be able to evaluate how Atwood uses her character to critique conservative feminism. To be able to analyse Serena’s role and power within Gilead, and compare her experiences with those of other women in the society, such as the Handmaids, Wives, and Marthas. Lesson Activities: Starter Task: Students will discuss in pairs what students already know about Serena Joy, her role in Gilead, and her motivations. Class Discussion: Share initial thoughts before delving deeper into the lesson with targeted questions. Reading: Students will revisit Chapters 8 and 13, focusing on Serena Joy’s pre-Gilead speeches. Group Work: Students will rotate through four stations to explore key concepts, including conservative feminism, complicity in oppression, Atwood’s views on Serena, and Atwood’s critique of conservative feminism (all handouts included). Extension Task - Comparison Activity: Students will use the provided table to compare the privileges and restrictions of Serena Joy and Offred, considering the power dynamics between the two women and how Serena is both an oppressor and a victim under Gilead’s regime. Extension Task: Write a paragraph comparing the extent to which Serena Joy is a victim of Gilead and how much she is responsible for its oppression, incorporating Atwood’s critique of conservative feminism. Exit Task: Students will summarise key insights from the lesson before leaving. This lesson is part of a comprehensive 30-lesson teaching pack on The Handmaid’s Tale. For the full unit, including all 30 lessons, visit my TES shop. The entire teaching pack will be available from 8th March 2025. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Lesson 7: Ritual & Psychological Control in The Handmaid’s Tale In this lesson, students will explore the role of ritual in Gilead and how Atwood uses it to reinforce power structures. The focus will be on The Ceremony - a disturbing ritual justified through religious rhetoric. Students will examine how ritual is used to control behavior, enforce obedience, and uphold oppressive systems. The lesson begins with a discussion on the purpose of rituals in society, encouraging students to reflect on how ceremonies shape beliefs and power dynamics. Through guided group tasks, students will analyze The Ceremony in the novel, drawing comparisons to real-world traditions and historical examples. Thought-provoking questions will help them critically assess whether rituals empower or oppress, and how Atwood critiques these practices. Students will also evaluate key interactions between characters in The Ceremony, exploring themes of complicity, resistance, and psychological control. The lesson concludes with an extended response task, prompting students to develop an analytical argument on Atwood’s use of ritual as a tool of oppression. This lesson includes: A structured lesson plan with engaging activities A group discussion on the significance of ritual in Gilead and real-world contexts Guided analysis tasks focusing on The Ceremony An opportunity for students to develop their critical interpretations This resource is part of a full Handmaid’s Tale unit, available on 8th March. Visit my TES shop for more lessons in this series. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale – Lesson 6: Women in Gilead In this lesson, students will explore the essential question: How does Atwood present female roles and relationships in Gilead? Through analysis of The Handmaid’s Tale, students will examine the societal roles of women—including Handmaids, Wives, and Marthas—and how these roles reinforce Gilead’s power structures. They will also consider how Atwood’s portrayal of women reflects both historical and contemporary gender dynamics, highlighting tensions, alliances, and power struggles between female characters. Lesson Objectives: To be able to identify the key societal roles of women in Gilead and their purpose within the regime. To understand how Atwood presents female relationships, including rivalry, resentment, and solidarity. To be able to analyze the ways in which women experience oppression differently based on their status. To be able to compare Gilead’s gender hierarchy to real-world historical or literary examples. Lesson Activities: Starter Task – Quick Discussion: Students will explore the following questions: What roles do women traditionally occupy in patriarchal societies? How might these roles be used to maintain power structures? Task 1: Understanding Women’s Roles Students are assigned one of the following groups: Handmaids, Wives, or Marthas. Using Chapters 11-13, they identify key characteristics, duties, and limitations of their assigned group. Groups present their findings, discussing how these roles enforce Gilead’s control. Task 2: Female Relationships & Oppression Close analysis of key interactions between Serena Joy, Offred, and Rita. Discussion of how power shifts within female relationships. Task 3: Comparative Analysis Students compare Handmaids, Wives, and Marthas to real-world historical or literary examples of gender oppression. Exit Task – Quick Reflection: Which female character in Gilead do you think has the most power, and why? Students write a short response in their workbooks or discuss in pairs before sharing key ideas. For the full unit pack and other resources in this unit, visit my TES shop—available on 8th March! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale – Lesson 5: Who Holds the Power? In this lesson, students will explore the Essential Question: *How does Atwood present power and control in Gilead? * This lesson consolidates students’ understanding of power structures in The Handmaid’s Tale by analysing how Atwood presents fear, surveillance, and ritual humiliation as tools of control. Students will develop their analytical writing skills by breaking down an exam-style question, generating their own sub-questions, and completing a timed essay response. Lesson Objectives: To be able to identify how Atwood presents power and control in The Handmaid’s Tale. To be able to analyse how narrative methods and historical context shape the reader’s perception of Gilead’s regime. To be able to construct a well-structured, analytical response to an exam-style question, applying AO1, AO2, AO3, and AO5. Lesson Activities: Starter Task: Students brainstorm how regimes maintain power, drawing on historical and fictional examples, then discuss their ideas in pairs. Essay Question Breakdown: “In Gilead, power is maintained through fear, surveillance, and ritual humiliation.” Students annotate the question, highlight key terms, and translate it into their own words. Generating Sub-Questions: Students will be shown how to generate sub-questions from an essay question in order to break it down and form their answers. Quote Collection Task: Using a worksheet, students find evidence from Chapters 1-10 to support each theme. WAGOLL (What A Good One Looks Like): Students analyse a high-quality example essay to understand effective structure and analysis. Timed Essay (30 mins): Students write an analytical response to the exam-style question. Exit Task: Quick reflection—students decide which power mechanism (fear, surveillance, or ritual humiliation) is most effective in Gilead and justify their choice in a short written response. This lesson provides students with a structured approach to essay writing while deepening their understanding of power and control in The Handmaid’s Tale. For the full pack and other lessons within this unit, visit my Tes shop! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Handmaid’s Tale – Lesson 4: Gilead’s Power Structures Throughout this lesson, students will explore the Essential Question: *How does Gilead maintain control over its citizens, and how do different characters experience oppression? * This lesson explores the hierarchy of Gilead’s society, analysing how power is distributed and maintained through fear, surveillance, and oppression. Students will critically examine the different roles within Gilead, evaluate how Atwood presents power structures in Chapters 7-10, and draw comparisons to real-world hierarchies. Lesson Objectives: To be able to identify and rank the different roles within Gilead’s society. To be able to analyse how Atwood presents power and oppression in Chapters 7-10. To be able to evaluate the ways Gilead enforces control and compliance. Lesson Activities: Starter Task: In pairs, students brainstorm and rank Gilead’s social groups in order of power, discussing hidden power structures and real-world parallels. Power Ladder Activity: Groups create a visual hierarchy of Gilead’s social classes (Aunts, Econowives, Commanders, Handmaids, Marthas, etc.), justifying their rankings and comparing results with peers. Character Analysis: Examining how different characters experience oppression based on their status (e.g., Offred, Serena Joy, Aunt Lydia, Rita), using a structured handout. Discussion: How does power function in Gilead? Where does Offred sit within this structure, and how does she resist? Exit Task: Students write a paragraph on how Gilead’s power structure controls individuals and how this reflects real-world hierarchies. Next Lesson Preparation: Introduction to the upcoming essay: ‘In Gilead, power is maintained through fear, surveillance, and ritual humiliation.’ Perfect for GCSE and A-Level English Literature, this lesson encourages critical thinking, discussion, and textual analysis of Atwood’s dystopian vision. Download now to deepen your students’ understanding of power and oppression in The Handmaid’s Tale. For the full pack, visit my Tes shop (available from 8th March 2025). You can also find individual lessons for this unit there, too. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

In this lesson, students will explore the Essential Question: How does Offred’s fragmented storytelling shape our understanding of her experiences and emotions? This lesson delves into Margaret Atwood’s use of narrative voice and memory in The Handmaid’s Tale, exploring how Offred’s storytelling affects the reader’s perception of her reality. Students will analyse the structure of Offred’s narration, the impact of memory on dystopian narratives, and how shifting perspectives influence meaning. Lesson Objectives: To understand how Atwood structures Offred’s narration. To be able to explore the role of memory in dystopian fiction. To be able to analyse the effects of narrative style on meaning and reliability. Lesson Activities: Starter Task: Memory Exercise – Students recall and compare personal memories, considering how clarity and reconstruction influence perception. Discussion: Why might Offred’s memory be unreliable? How does her fragmented storytelling shape the novel’s meaning? Exploring Narrative Style: A guided workbook task examining Offred’s shifts between past and present, her intimate tone, and the impact of uncertainty on reliability. Thought-Tracking Monologue Task: Students reinterpret passages from Chapters 4-6, performing them for different audiences (herself, a future friend, or someone in Gilead) to explore shifts in meaning. Discussion: How does the implied audience change our understanding of Offred’s control over her story? Writing Challenge (Extension Task): Students experiment with fragmented storytelling by rewriting a personal memory in Offred’s style, using shifts in time and perspective. Exit Task: How would a clear, linear narrative change our understanding of Offred’s emotions and experiences? This is an ideal lesson for GCSE and A-Level English Literature, encouraging critical thinking, discussion, and creative engagement with Atwood’s narrative techniques. Download now to deepen your students’ understanding of narrative voice in The Handmaid’s Tale. Visit my shop to find the other lesson’s for this unit or to download the whole pack (available 8th March 2025). 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

In this lesson, students will explore the Essential Question: How does Atwood use historical and contemporary influences to construct the dystopian world of Gilead? This engaging and thought-provoking lesson explores the real-world historical, political, and feminist influences behind The Handmaid’s Tale. Students will examine how Margaret Atwood critiques society through fiction and apply contextual knowledge to their analysis of the novel. Lesson Objectives: Understand the historical, political, and feminist influences on The Handmaid’s Tale. Analyse how Atwood uses real-world events to shape her dystopian vision. Apply contextual knowledge to develop deeper textual analysis. Lesson Activities: Starter: “Dystopia or Reality?” – Students engage with a quiz featuring real-world events and determine whether they are fictional or factual. Exploring Context – A deep dive into Atwood’s key influences. Atwood Interview – Students will watch and discuss a video where Atwood explains the truth behind The Handmaid’s Tale. Research Task – Students choose one of Atwood’s key influences to investigate further. Exit Task: Students show how Atwood’s use of real-world influences strengthens the novel’s warnings in a quick exit task. Perfect for GCSE and A-Level English Literature, this resource promotes critical thinking, discussion, and independent research skills. Download now to enhance your students’ understanding of Atwood’s dystopian warning! 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.