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