First Lesson
1. Descriptive Data:
Teacher: Jenny Hoffman Class: Honors English 11 and/or English 12 Date: Day 1
Unit: Bram Stoker’s Dracula: Taking a Closer Look at History, Psychology,
and Folklore, Fiction, and Film
Lesson Topic: Unit Launch
Time Duration: 50 minutes
2. Objective:
1. Students will have questioned their own preconceptions and exposure to a
reoccurring character.
2. Students will have recalled their own fears and realize they already hold
some oral culture.
3. Students will have learned briefly about the history of the gothic genre
4. Students will have learned briefly about Bram Stoker and Dracula
3. Methods:
1. Begin by having students access Webquest and do Task One. (10 min.)
2. After students have filled out the questionnaire, have them share their
responses with a partner. (5 min.)
3. Then, discuss responses as a class. (10 min.)
4. Read a passage from early vampire folklore. (5 min.)
5. Ask students if this characterization sounds familiar-what is the same/different?
6. Introduce the Gothic Genre
I. Horace Walpole’s The Castle of Ontranto started the genre
II. Gothic genre reflects architecture (show pictures) and it reflects a way
of thinking: Superstitions, protestant religion, darkness, and the reoccurring
images of the mystery of nature, villain/hero, and solitary/dark places.
III. Gothic genre is concerned with the supernatural but the supernatural is
often hidden- it is held in the fear of the unknown. (10 min.)
7. Introduce Bram Stoker and Dracula
I. Abraham Stoker- Born in Dublin November 1847.
II. Active in the community with other writers in London-Oscar Wilde and Thomas
Hardy
III. Stoker was known as a producer for the actor Henry Irving
IV. Stoker had three occupations during his life: civil servant, theater manager,
and a writer
V. Largest person in his family: 6 ‘2, red hair, strong
VI. Born during the Great Famine in Ireland (1845-49)
VII. Mother told him of Irish supernatural myths when he was stricken invalid
by an illness when he was 7.
VIII. These stories had an influence on his writing later in his life-plague,
disease, led to resentment of the English for not helping the Irish.
IX. Finish with his brief history tomorrow
8. Pass out books and assign Chapters 1 and 2 to read
Third Lesson
1. Descriptive Data:
Teacher: Jenny Hoffman Class: Honors English 11 and/or English 12 Date: Day
3
Unit: Bram Stoker’s Dracula: Taking a Closer Look at History, Psychology,
and Folklore, Fiction, and Film
Lesson Topic:
Time Duration: 50 minutes
2. Objectives:
1. Students will have learned to look closely at a text by following it in
chronological order.
2. Students will have learned how to visualize setting using maps and landmarks.
3. Students will have a better understanding of the story’s setting.
3. Methods:
1. Have students write on journal prompt when they are seated.
2. Discuss briefly the journal prompt.
3. Discuss Chapters 1 and 2 by using the prompt Discussion questions attached.
4. Hand-out map of Europe to each student and have students work individually.
Students must draw a line from the start of Jonathan Harker’s journey
in London to all the stops along the way to the approximate area of Dracula’s
castle.
5. Have students share their maps with a partner
6. Students now must go back and write down a significant detail that identifies
Jonathan’s stops on the map. Example: He stops in Klausenburgh to stay
the night.
7. Once students are finished, each student will point out a stop that they
felt was important
8. Remind students tohold onto their maps because they will need to mark other
people’s journeys later.
9. If students are not done with the maps, assign it for homework.
Thirteenth Lesson
1. Descriptive Data:
Teacher: Jenny Hoffman Class: Honors English 11 and/or English 12 Day 13 Unit:
Bram Stoker’s Dracula: Taking a Closer Look at History, Psychology,
and Folklore, Fiction, and Film
Lesson Topic: Vampires and Werewolves-Perspectives from A Poem and Short Story
Time Duration: 50 minutes
2. Objectives:
1. Students will learn how vampires and werewolves (two immortal characters)
are similar and different.
2. Students will learn about other animals that other cultures believe vampires
can turn into.
3. Students will learn about archetypes and pick an animal that describes them.
3. Methods:
1. Give students a survey about werewolves similar to the one taken previously
about
vampires. (10 minutes)
2. Have them share their answers with a partner (5 minutes)
4. Go around and discuss answers as a class. (5 minutes)
5. Does our knowledge of werewolves differ or are we pretty much the same?
6. Hand-out short story and poem by Neil Gaiman and read (see attached) (10-15
minutes)
7. Discuss these questions in pairs and write answers down on a sheet of paper:
How is the vampire portrayed? How is the werewolf portrayed? Does our perspective
about werewolves change?
What is the Count’s relationship like with the wolves in Dracula?
Are wolves the same as werewolves?
What animal does the count take shape? (Bat, reptile) What do we know about these
animals?
What other animal do vampires take the shape of? Show picture of two-tailed cat.
What animal describes you? Why?
In taking these forms, what does the vampire represent? What does the vampire
represent when he/she is not in an animal form? What about the werewolf?
(10-15 min.)
8. When finished, hand-in the basket.