Dracula Theme Worksheet

Dracula Theme Worksheet

Name: _____________ Partner Name: _____________                            ELA A10/Ms. Fisher

Directions: Listed below are common themes in stories. Circle the top three themes that you think relate to Dracula.

Faith                                                       Violence

Family                                                    Friendship

Death                                                      Immortality

Hope                                                       Knowledge

Love                                                        Oppression

Identity                                                   Sanity

Trust                                                       Loyalty

Desire                                                      Fear

Power                                                      Survival

Directions: Fill in each box below. Write three quotations or lines from the story that back up and support your chosen theme. Please provide quotations for each theme.

Theme One: __________

Quotation #1                                                                 Page Number: __________



Quotation #2                                                                 Page Number: __________



Quotation #3                                                                 Page Number: __________


Theme Two: __________

Quotation #1                                                                 Page Number: __________



Quotation #2                                                                 Page Number: __________



Quotation #3                                                                 Page Number: __________




Theme Three: ___________

Quotation #1                                                                 Page Number: __________



Quotation #2                                                                 Page Number: __________



Quotation #3                                                                 Page Number: __________





Directions: Explain how these three themes relate to Dracula in a paragraph. Make reference to the quotations you selected in your answer. Write on the back if you need more space.


Directions: Now that you have looked at theme, start thinking about a meaning statement. Find your green deconstruction handout. Answer part three of that hand out (Reconsider a reading). Please hand both booklets in when you are finished.

Dracula Act II Questions

Act Two Questions

Name:_____________                                                                                   ELA A10/Ms. Fisher

As you read Act Two, please answer the following questions to the best of your ability. There will be a homework check on Tuesday. So, have them done!

  1. When the Attendant refers to ‘the Guv’ner’s pet looney’, what does he mean? Why do the characters talk about the ‘looney’ in this way? Provide evidence from the text (act one or act two)



  1. When the Maid mentions the ‘Dutch Sherlock Holmes,’ who is she referring to? Why compare him to Sherlock Holmes?



  1. How did the Attendant scare the Maid? Who came rushing in after the Maid screamed? Why was he upset?



  1. What is prostration (Use your own device)? Why do you think Dracula uses that particular word to describe her situation?



  1. What did Dracula do to the maid? Are there any other characters he may have done this to as well? Who are they? How are they affected by this?



  1. What is wolfsbane (Use your own device)?



  1. What was in the Count’s cases? What did he say he was going to use it for? How might he actually use this?



  1. What is Van Helsing’s plan for killing Dracula?



  1. What will happen to Lucy if she dies?




  1. Who overhears Van Helsing, Seward, and Harker talking? What do they do with him?



  1. What does Van Helsing think Renfield is lying about? What hints does Renfield give that makes it seem like he is working with Dracula? What happens when he starts to tell the truth to Van Helsing?



  1. What two animals can vampires shape shift into? How is that important to the play (remind yourself of act one)?




  1. Why is Seward worried about Van Helsing’s health?



  1. Why didn’t Van Helsing notice Dracula sneaking up? Why does Dracula destroy the mirror?




  1. Van Helsing uses some anti-vampire tactics against Dracula. What tactics does he use on Dracula?



  1. Why does Van Helsing suggest that they not tell Miss Lucy of his findings?




  1. What is the Hampstead Horror?



  1. Who is the woman in white described in the newspaper article? What has caused her to act this way? Why do they need to save Miss Lucy from this?




  1. What protective measures are they putting in place for Miss Lucy at night?



10.What is the message that the Attendant has come to deliver to Doctor Seward about Renfield?



11. Describe the last scene of Act Eight.

Group Dramatic Reading of Dracula

Lesson Plan – Carol Fisher

Period 4: 1:09 PM – 2:12 PM (63 minutes)

Subject: ELA A10

Topic: Dramatic Reading of Act Two and comprehension/interpretation questions

Content: D.E.A.W., Dramatic Reading Explained, Group work, Present, Questions

Teaching Strategy: Choice of movement or still performance

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.


  • SWBAT: Demonstrate active reading behaviours including
  • SWBAT: Discussing and analysing meanings, ideas, language, and literary and informational quality in a range of contemporary and historical texts
  • SWBAT: Work in groups on their oral reading
  • SWBAT: Perform a dramatic reading or a reader’s theatre format reading

Multiple Intelligences: 

  • Visual-Spatial
  • Bodily-kinesthetic
  • Musical
  • Interpersonal

Prerequisite: Students will have given an oral presentation before (in a different class or grade)

Lesson Preparation:

  • Question Sheet
  • Typed out scenes


Set: Provide direction for writing. These students struggle with creative writing.

Development: Are students working together? Do they have plans for their presentation?

Closure: Do students following along with the question guide?


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

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

  • What is dramatic reading?

o   Use dramatic reading to turn an ordinary read aloud into an attention grabbing performance.

o   Dramatic reading refers to reading with flare; bringing the words written on a piece of paper to life to draw in the audience

o   Add some drama to your presentation (use those hands!).

o   Movement and a bit of memorization (in our case we will use the books)

  • Write trait of dramatic reading on the board

o   Use Voices

  • Create voices for the characters in the story you are reading aloud.
  • Use different tones, pitches and accents that you think work best for each character.
  • Speak clearly and audibly

o   Props (if available; welcome to use anything in the room)

  • Use simple props that are easy to alternate between while reading.
  • Simple props can add to the story and make it more life-like.

o   Practice

  • Scan the text to important stage directions
  • Practice reading the piece, or the parts of the piece that you will be reading aloud.
  • Practising will make you more comfortable and familiar with the text, making it easier to perform.
  • Use your book; we haven’t been practising for weeks.
  • Pace yourself
  • Might help to highlight your part
  • Students will be reading Act two orally to their peers

o   Reader’s Theatre or Dramatic Reading Choice

o   Students will use this as a practice stage for their final oral story retelling

o   I will write the groups up on the board

o   Students will gather into their groups

o   One student will come grab their scene for their group

o   Students will have 15 minutes to practice their reading

  • Groups:

o   Group One (Scene 1 and Scene 8):

o   Group Two (Scene 2):

o   Group Three (Scene 3):

o   Group Four (Scene 4):

o   Group Five (Scene 5):

o   Group Six (Scene 6):

o   Group Seven (Scene 7):

  • **missing people? Get inventive! (Ms. Fisher can be the innovation)

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

  • Presentations will start
  • Students will be asked to work on the Act Two Questions to be taken up on Monday

Adaptive Dimensions:

  • Group Work
  • Strong Readers/Confident individuals placed in each group
  • Guiding Questions
  • ELL’s are spread throughout the groups