Handmaid’s passage presentation

Preparation for Presenter(s):

  • Read your passage many, many times and color mark your passage.
  • Be prepared to set your passage in context. Where does this passage occur in the novel? What other connections can you make between this passage and other parts of the novel?
  • Be prepared to talk about character development (How we learn about characters, what we learn about characters, how we learn about characters, how characters change, and how all of this is significant)
  • Identify 3+ major techniques.
  • Determine 1+ effect(s) per technique and be prepared to explain how those effects are achieved.
  • Identify 3+ themes working in the passage.
  • Consider the function of the passage.
  • Determine 3+ discussion questions you plan on asking the class.
  • Be prepared to answer the class’s questions.

Preparation for Class Members:

Minimum prep for credit for slot presentation days 1-5: Generate 3+ questions to ask presenters and/or classmates about the passage and list 3+ MAJOR techniques working in the passage.

Minimum prep for credit for slot presentation days 6-10:

  • Generate 3+ questions to ask about the passage.
  • List 3+ MAJOR techniques working in the passage.
  • List 2+ themes evident in the passage. These themes should be ones that you have found operating across several passages in the novel.
  • Propose a statement about judgment for the passage that would also work for the novel as a whole AND/OR propose a statement that addresses the function of the passage in the novel.

Individual Presentation: Scoring Criteria

  • The individual presents (gives an actual presentation based on prep work) for about ½ of the class period. Then the student leads discussion for the remainder of the period.

  • The individual sets the passage in context.

  • The individual discusses major techniques (1, 2, 3, +) in the passage.

  • The individual discusses the effect(s) of each technique (1, 2, 3, +) and works to explain how these techniques are achieved.

  • The individual discusses possible themes working in the passage. (1, 2, 3, +)

  • The individual discusses major techniques (1, 2, 3, +) in the passage.

  • The individual discusses the function of the passage in the novel.

  • The individual asks good discussion questions of class members.

  • The individual is prepared to answer questions about the passage (from class members and teacher).

  • The individual seems to know what s/he is talking about. S/he is not fishing for something to say or looking to be told what to say.

Pair Presentation: Scoring Criteria

  • The pair presents (gives an actual presentation based on prep work) for about ½ of the class period. Then the pair leads discussion for the remainder of the period.

  • The pair sets the passage in context.

  • The pair discusses major techniques (1, 2, 3, +) in the passage.

  • The pair discusses the effect(s) of each technique (1, 2, 3, +) and works to explain how these techniques are achieved.

  • The pair discusses possible themes working in the passage. (1, 2, 3, +)

  • The pair discusses major techniques (1, 2, 3, +) in the passage.

  • The pair discusses the function of the passage in the novel.

  • The pair asks good discussion questions of class members.

  • EACH individual is prepared to answer questions about the passage (from class members and teacher).

  • EACH individual seems to know what s/he is talking about. S/he is not fishing for something to say or looking to be told what to say.