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

The Hunger Games

I found this week very lonely without my partner. I was getting very used to having a person to chat to in the morning on the drive to school and also talk through plans for our ELA A10 classes. Such is life though, I won’t be partnered in my internship so I might as well get used to it. My cooperating teacher has been a great support for someone to talk to and express my fears with. I’ve also made friends with another pre-intern this week. We meet every afternoon in my classroom and talk through everything on our minds. It has been nice to have that extra person to get close with and talk about successes and failures. I remember her giving out her first 100% and not be sure about how to feel.

I found that this week was a bit of a let down from last week. My lessons were not planned as well and were sequenced a bit strange. In reality, I think my unit is great, but I need to take it apart and put it in a more logical order. The two highlights of my week involved lecturing on my two favorite topics: horror and cannibalism. I made a PowerPoint (check it out here), and actually sounded knowledgeable about what I was talking about. The students really enjoyed my movie clips from It, Silence of the Lambs, and Sherlock. They didn’t even want early release. However, I didn’t get to my exit slip that day, which was a disappointment. I tried it out in the morning, but the responses were not as good as they could have been. My chat on cannibalism had the kids squirming in their chairs. However, some ventured forward and even put up their hands to ask questions. I can happily say that I’m giving my first cannibalism pop quiz on Monday. Today, we will be playing “The Hunger Games” in period four, and I hope it goes well. Ms. Fisher even bought prizes.

I also had two lessons that really did not go well this week. The reason they didn’t go well, wasn’t because of the kids, it was my own fault. I tried to add some treaty content into my lesson before we started working with the Windigo story. My oral re-telling went fabulously, but I ended up reading my treaty stuff word for word from my page because I wasn’t confident that I knew it. This also happened with my lesson yesterday. I was doing a class deconstruction of the story “The Cannibal Woman’. The kids tried hard to answer the questions, but I just did not know my stuff well enough. I hadn’t planned on touching these stories until after we finished Dracula, but I really ran out of time. Had I been given one more week, this would have all worked out nicely.

One thing I learned from those two lessons is that I need to put it into my own words when it goes into my lesson plan. I could understand what I was reading, but it came out all wrong and very robotic when I tried to teach it. Number one change in those lessons would be to reword everything in simple, everyday talking language. I also really need to find a talking stick. I ended up using an oversized cat glove, and called it the talking paw. Again, the biggest change it going to have to be the order. I sincerely hope I can have an ELA A10 class in my internship to try this unit out again. I also want to finish one thing before starting the next. Dracula would be finished and thought through, then a bridge to the Windigo with the Conqueror Worm, and finally exploring that First Nations cannibal monster.

I really learned that even though I have some serious short comings in my content knowledge in the classroom, I can connect very well with the students. I have one boy that comes up to me every other day and mockingly says “Ms. Fisher, why do you always pick on me in class” and I also sarcastically respond back, “I’m a bully, and that is why I became a teacher.” He is such a sweet kid and a real pleasure to have in the classroom. Another student connection I made was with one of the girls in my EAL classroom. She felt comfortable enough to come up to me after class yesterday and tell me that some of the boys were actually picking on her in their L1. We had a very meaningful chat and I felt so privileged that she chose to talk to me about it over the teacher in the room.