Dracula: Introduction

Lesson Plan – Carol Fisher

Subject: ELA A10

Topic: Dracula

Content: D.E.A.W., Acrostic Poem, Concept Map, Thoughts of Bram Stoker, Reader’s Theatre, Read Dracula Act One

Teaching Strategy: Reveal personal information, write alongside students, have a student write on the board, Read a play part, sit on desks

Outcomes: CR A10.4

Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.

Indicators:

–          SWBAT: Select, use, and evaluate purposefully a variety of before (page 24), during (page 25), and after (page 26) strategies to construct meaning when reading.

–          SWBAT: Create a group concept map

–          SWBAT: Join in reader’s theatre

–          SWBAT: Fill out an anticipation guide

–          SWBAT: Make an acrostic poem

Multiple Intelligence:

–          Visual-Spatial

–          Interpersonal

–          Linguistic

Prerequisite: Have an understanding of creative writing and vampires in society.

Lesson Preparation:

–          Dracula Play

–          Lesson Plan

–          Anticipation Guide

Evaluation/Assessment:

Set: Can students come up with words to describe themselves? What sort of symbols did they draw if they had time? Did they provide words that were easy for me to gather information from?

Development: Who volunteered answer? Did I have to cold call? Observe students’ willingness and ability to make predictions and inferences about character and plot development. Note students’ interest in participating.

Closure: Note students’ efforts to interpret characters and communicate meaning through voice (volume, pitch, stress and juncture), facial expressions and hand gestures.

Presentation:

Set: (estimated time 10/60 minutes) (10)

–          Ask for knowledge about acrostic poetry

  • o   An acrostic poem uses the letters in a topic word to begin each line. All lines of the poem should relate to or describe the poem.
    • §  F – flamboyant
    • §  I – intense
    • §  S – suave
    • §  H – history
    • §  E – elegant
    • §  R – reader
  • o   Asks students to find two pieces of loose leaf
  • o   Show them how to make a name tent
  • o   Have students craft their own acrostic poem using their name
  • o   If they finish quickly, ask that they draw some pictures/symbols that represent them on the tent
  • o   Tell students to put name tent on the corner of their desk
    • §  C – cautious (careful in new situations)
    • §  A – ardent (put my all into my passions)
    • §  R – reticent (reserved in large groups)
    • §  O – open (will share anything with friends)
    • §  L – lost (no sense of direction)
  • Pass the acrostic poems to the front. Explain that I will use these as a start for getting to know them.

Development: (estimated time 40/60 minutes) (30)

          Concept Map of vampires in our society

  • o   Ask for student volunteer up at board
  • o   Have student’s volunteer titles of books, films, TV shows, and video games that have to do with vampires.
    • §  Suggestions:
      • ·         Vampire Knight
      • ·         Vampire Diaries
      • ·         Blood+
      • ·         Karin
      • ·         True Blood
      • ·         Vampire Academy
      • ·         Twilight
      • ·         Vampire Kisses
  • o   Have students identify traits, symbols, themes, motifs, types of characters, plot features of the titles on the board.
    • §  If Dracula wasn’t suggested, I will bring it up myself and introduce it as the text we will be working with. Tell the students that over the next three weeks, we will be working with some fantasy/horror fiction. Our key objective is to develop our creative writing skills and our ability to analyze fantasy/ horror texts for life lessons.

–          Introduce Bram Stoker

  • Abraham (Bram) Stoker was born November 8, 1847 in Dublin, Ireland
  • Growing up his mother told him a lot of horror stories which may have influenced his later writings
  • In England Stoker also wrote several novels and short stories
  • His first book of fiction, “Under the Sunset,” was published in 1881
  • Although best known for “Dracula”, Stoker wrote eighteen books before his death in 1912
  • He died of exhaustion at the age of 64.

–          Pass out the text

–          Pass out anticipation guide (explain if unfamiliar)

–          Based on the first impressions of the text, have students fill out first column of anticipation guide

–          Introduce reader’s theatre

  • What is Readers’ Theatre?
    • Reader’s theatre is a joint dramatic reading from a text, usually with no memorization, and no movement.
    • It involves students in oral reading of a script or story. In our case, Dracula.
  • Have students volunteer for parts:
    • Harker
    • Maid
    • Seward
    • Van Helsing
    • Renfield
    • Attendant
    • Lucy
    • Stage Directions
    • Dracula
  • Students who are reading are welcome to sit on top of their desks as we read. (I will read one of the parts as well)

Closure:  (estimated time 60/60 minutes) (20)

–          Read Act 1 of the play. Have students who are not reading aloud fill in the anticipation guide and follow along in their book

Adaptive Dimensions:

–          Graphic Organizer

–          Reading in a group

–          Drawing symbols on the tents

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One thought on “Dracula: Introduction

  1. Pingback: Did I grow? | Little Fish Teaches and Reflects

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