Francis Greenway High SchoolStage 5 English Dracula unit Duration: 10 weeks Year 9 unit Note to teachers: highlights of the project This unit was enthusiastically received by the 3 Year 9 classes who trialled it. From the first lesson the students were actively engaged, enthusiastic in their discussion and willing to extend their skills and knowledge. Students who had been reluctant participants in the learning process in previous units were often the first to hand in their tasks and assignments and volunteered in discussions for the first time. All students were more comfortable with the concepts of context, representation and genre by the end of the unit. Their written and verbal skills were also extended and they are now more confident in their ability to analyse a range of texts to gain meaning. The teachers who created the unit also enjoyed the process and would often share their ideas and activities and classroom experiences on a deeper level than previously. Other teachers have also been involved in the discussions and it has allowed the whole faculty to start thinking more actively about what we expect from our students as well as planning for the new syllabus. Sharing of tasks, discussion on expectations and product were extremely beneficial. One of the values of the unit is that it can be easily transferred to other horror texts/films so you can use a variety of texts found in the book room. The unit while focussed on Dracula could easily be used with other Horror classics as the concepts explored and the tasks issued would be easily adapted to other texts such as Dr Jekyll and Mr Hyde and Frankenstein. There are abridged versions for all these texts for the lower ability students and plenty of material to support the unit. A unit focussing on ghost stories, traditional and contemporary, would also work using this basic structure of this unit. There is a wealth of material out there to use on this unit and would allow it to move in a variety of directions. The internet, English textbooks, DVD bonus material etc mean that developing ideas is not difficult – in fact, there is so much you need to be very clear on what you want from the unit or it could go for the whole year and be “bigger than Ben Hur”! Important note – if you are planning to use this unit you should check to see what religious and cultural beliefs your students hold. We had several students whose faith discouraged the studying of horror and “evil” characters. We approached these students and their English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 1 of 15 http://www.curriculumsupport.nsw.edu.au/english/ We found that these students actually added value and cultural insight into the texts and that the students were comfortable in expressing their beliefs. in some cases. content and objectives of the syllabus and really get our head around what we needed to do. They all had something to bring to the unit in the form of background and cultural knowledge and these ensured many substantive conversations as a result! Further.edu. so you would need to change your selection to fit into this requirement and/or only show selected scenes. especially during the film study.nsw. Studying this unit in the second semester will alleviate this problem for most classes. that helped with giving students the knowledge and skills they needed to be better prepared for the demanding expectations of the Stage 6 syllabus. Their ideas and values were accepted by the other students and.shtml How this project has developed understanding of the new English syllabus and aspects of the Quality Teaching framework: Working on this unit allowed the participants an opportunity to look closely at the outcomes.au/policies/administrative/legal/useofvideo/PD20020043.curriculumsupport. By focussing on the power of “good” and faith and highlighting the positive lessons of these texts we were able to allay most concerns.edu. With the unit being studied in Year 9 some students could still be fourteen. We started with a desire to engage all our students by using texts that most students of this age are interested in and have an opinion on.det. in line with the new syllabus. The deliberate teaching and using of metalanguage and higher order tasks were a focus of the unit and again the students rose to the challenge. It was also nice to be able to start actively developing units. by challenging the students to move beyond the surface of the texts and in the nature of the tasks set during the unit. regardless of ability. The Quality Teaching framework was invaluable as a framework when planning this unit. not only in regard to this unit but to programming for Stage 5 in general.nsw. Using the frameworks in planning all aspects of the unit and making sure our expectations were clear right from the start certainly aided in the success of our unit and will encourage other teachers to use the frameworks in conjunction with the syllabus outcomes to plan further units of work. their acceptance as part of the group was enhanced by a greater understanding of where they were coming from.parents well before the unit was set to start to see what would be of concern and how they could be accommodated. and explicit criteria ensured that they were able to succeed at assessment tasks – proving the value of the Quality Teaching Framework. You can access the DET video memo at: http://www. English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 2 of 15 http://www. we deliberately aimed at placing high expectations on all our students. and where not alternative tasks were set (see Handouts).au/english/ . With the M rated films you will also need to abide by the DET ruling re the viewing of such films. . Crawley and Lewer. Guest.and Eshuys. Jacaranda Wiley. go back through your textbooks and you will find other materials and examples that would be effective in this unit. Stage 5 Focus Outcomes A student: 1 responds to and composes increasingly sophisticated and sustained texts for understanding.curriculumsupport. challenges and evaluates cultural assumptions in texts and their effects on meaning Resources Texts: Dracula.nsw. ISBN 07460 4724 X Dracula. audiences and contexts.edu. 1997 – Unit 15. Guest. J Reid and K Reddan. Usborne Classics. ‘Horror! Horror!’ by Bill Simon and Jane Slatttery mETAphor. and describes and explains their effects on meaning 4 transfers understanding of language concepts into new and different contexts 5 experiments with different ways of imaginatively and interpretively transforming experiences. critical analysis and pleasure 2 selects. Issue 1 ‘Dracula Unit’ by Paul MacDonald English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 3 of 15 http://www.au/english/ . uses. 1997 Flights of Fantasy 1. So there are a lot of tangents you could follow to change the unit to mean the needs. Jacaranda Wiley. look through your book room and library. November 1997. 1994. ISBN 0 14 036. interpretation. 1989 Surprise! Surprise! mETAphor. Fun with Horror English Elements 2. Eshuys. and structures of texts according to different purposes. 2002. Bram Stoker. information and ideas into texts 6 thinks critically and interpretively using information. Get on the internet. Puffin Classics. retold by Mike Stocks. As was said earlier there is a lot of material out there that fits with this unit. You would not need to do the Horror introduction or Representing Dracula sections for the unit to be successful. March 1996.Other ideas to support future implementation: This unit could be used as is or you could split the unit and do at separate times or only use the sections of the unit dealing specifically with Dracula. describes and explains how different technologies affect and shape meaning 3 selects and uses language forms and features. ideas and increasingly complex arguments to respond to and compose texts in a range of contexts 7 investigates the relationships between and among texts 8 demonstrates understanding of the ways texts reflect personal and public worlds 9 questions. McGraw-Hill.717 9 English Elements 1. interests and skill focuses relevant to your school/class. Issue 4. nsw.com: http://www. Issue 2 ‘The Figure in the Shadows’ by Paul MacDonald Websites: Viewing and re-viewing Dracula unit.104.nsw. 2003 (G) Scream.html Videos/DVDs: Dracula. May 1997.196/horror/dracula/posters/ Transylvania online: http://www. 1931. Francis Ford Coppola (M) Michael Jackson Number Ones.curriculumsupport.discovery. with Bela Lugosi The Road to Dracula (PG) Bram Stoker’s Dracula. 1992.vladtheimpaler. directed by Wes Craven.com/ Draculacastle.html Vlad the Impaler: http://www.draculascastle. Season 5. mETAphor.royalty.edu. LIG August 2002: http://www. Twentieth Century Fox (M) English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 4 of 15 http://www. Epic Records. Enhancing literacy in secondary English.com/lessonplans/programs/dracula/ Thumbnails of various editions of Dracula texts: http://www.allposters.transylvania-castles.com/ Dracula lesson unit: http://school.150.nu/Europe/Balkan/Dracula.au/qtp/files/elise/project6/context.edu.com The real prince Dracula: http://www.com/exec/obidos/search-handle-form/102-1584619-8811343 Dracula movie posters: http://www.com/gallery.asp?aid=821043350&c=c&search=16881 Dracula posters: http://209. Miramax Films 1996 (it is MA but we only used the small section on what happens in a horror story that is appropriate) Making Van Helsing (G) The Lost Boys (M) Buffy vs Dracula.au/english/ . Episode 1.amazon.qtp. nsw. ‘Night Horrors’ (Elements 1. Do these settings have something in common that makes them perfect for English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Horror setting: Page 5 of 15 http://www. List ideas on the board. old castles etc. Discussion. then shared with class.edu. Why do we react the way we do? Discussion of fight or flight reaction as well as why our bodies respond the way they do to fear.Content Assessment for learning Introduction Quality Teaching elements What made you scared as child? Personal response then share with class. Have the fears changed? Why? High expectations Read the poem. p243). then answer the following questions: What atmosphere is created in the first three lines? How? What was the child scared of? How were the snakes described? What did they think of the images? Why the linking of snakes to Satan? What is the effect of the alliteration of the “s”? Why do you think the mother is described as a “sorceress”? Did you think it was an effective poem at describing a nightmare? What do your nightmares consist of? Background knowledge Cultural knowledge Narrative Metalanguage How do you react when you are scared? Personal reflection.curriculumsupport. What do the objects of fear have in common? Substantive communication What makes you scared now? Personal response before sharing with the class. Characteristics of horror texts Horror settings Brainstorm some of the places horror stories typically occur in eg graveyards.au/english/ . Additional activity What are phobias? What phobias are there? Research phobias and report findings to the class. Why do they think the heroes usually don’t have special powers or gifts while the villains do? Character description Students choose one of the horror characters to write a description. I stopped for a while then moved further into the room. What was effective and why? Passage rewrite Horror characters Students brainstorm some typical horror characters. of things being not quite right? Use of the five senses and why this helps to create effective atmospheres and settings. witch.curriculumsupport. symbols and images (eg. metaphors and similes) were effective in creating a sense of danger. eg ghost. Discussion: is this effective as a horror story? What is missing? Using vocabulary list students rewrite the passage making it more frightening and more effective as a piece from a horror story. verbs and adverbs: their effectiveness in creating the desired tone.edu. Share writing with the class. voice.Content Assessment Quality Teaching for learning elements descriptive Background paragraph knowledge horror stories? Homework: choose one of the settings and try to describe it so it sounds scary and spooky. Brainstorm. to create a list of appropriate vocabulary to use in a horror story. (see Elements 1). Share descriptions.au/english/ . They are to make sure they create a spooky tone by making their writing descriptive (using adjectives. powers. What did they like about each other’s efforts? What words. describing their physical appearance as well as movement. or part there of. verbs and adverbs) and by using English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Handout 1: Horror story Explicit quality criteria Page 6 of 15 http://www. I walked inside. Handout 1: Horror story assignment Students are to write their own horror story. The smell was getting worse.nsw. I could see nothing but heard a sound. vampire. Adjectives. etc. When it opened I could smell a bad smell. using homework pieces as a starting point. Write the following on board or overhead: I stood in front of the castle then opened the door. Discuss how changing values have changed this expectation to some extent. etc) in horror stories. no drugs.nsw. Discussion starters: How do they usually start? What happens in the course of the story? What difficulties do the heroes usually face before they defeat the evil villains? How do the stories end? How to survive a horror story/movie – list ideas from their own reading and viewing.au/english/ . Assessment Quality Teaching for learning elements assignment High and marking expectations guidelines Encourage students to share their stories with the rest of the class. View the small section from Scream where they describe what happens in a horror story: Did they include the ideas mentioned? Could they think of examples that support/disprove their ideas? Examine the importance of innocence and purity (eg virgins.edu. no sex.Content the senses. This is a good time to introduce the term “context” and its effect on text – composers and responders.curriculumsupport. The story should have some elements of the checklist as well as including at least one villain and one hero/heroine. Watch Michael Jackson’s Thriller video clip: What does it do that is typical of horror films and stories? Story lines? English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 7 of 15 http://www. Horror plots Brainstorm what usually happens in a horror story. What do characters need to do to survive the evil situations they find themselves in? Compare to Handout 2: How to survive a horror movie. e. What can they identify? Introduction of the idea of classic – what makes something classic? Is it just something that is old or is it something more? Montage shows links between classic text and contemporary texts. what do they wear? What do they do? What special powers do they have? Where do they live. This checklist to be used after their reading of different stories and with evaluating their own writing Horror symbols What are symbols? What symbols are typical of horror stories and movies? Brainstorm and list on board.edu.Content Assessment for learning Quality Teaching elements Characters? Events that occur? What do film-makers’ use to create tone and atmosphere instead of adjectives. etc.curriculumsupport. camera angles and special effects. makes it a horror rather than an example of the murder mystery or thriller genres). Familiar images which link the contemporary characters (American) with the past (British). Historical context of Dracula What do students think of when they hear the name. imagery etc? Think lighting. English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Deep knowledge Deep understanding Metalanguage Background knowledge Page 8 of 15 http://www. Create a horror checklist of things that you would expect to see in a horror story (i. ‘Dracula’? What do they know about vampires? What do they look like. Buffy montage – symbols characteristic of the horror genre.au/english/ .nsw. music. Analyse these in reference to sections of the video clip. Debate as to which ones are most vital – list in order of importance. in particular vampires. edu. Vlad the Impaler: Internet research task. Link to notes and research on vampires and Vlad.curriculumsupport. Write definition. Discussion of their findings on Vlad. Why do they think he has been seen as the inspiration for Dracula? Context – explain term. Go to selected web sites and answer the following questions: Who was he? What did he do that made him so notorious? Where did he live and when? How did he die? Other relevant information. Read introduction to the abridged version as it sets the context of the novel nicely – both the context of society in which it was written and of vampires as a horror character.Content Assessment for learning Share ideas – create a list for them to copy down into their books.nsw. Show meaning and how it can be used with the novel. What is it suggesting the story is about? What emotions are we meant to attach to it? English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Analysis of the visual features of the two covers and Deep knowledge Deep understanding Problematic Page 9 of 15 http://www. Use “Bram Stoker’s Dracula” video shown on SBS. subject matter. Dracula – historical. Quality Teaching elements Cultural knowledge Read the two articles on vampires from mETAphor. Abridged version: discussion on choice of colour. social etc. Brief profile on Bram Stoker – personal context. 1.au/english/ . Answer the questions after discussion. font and size of lettering. Studying Dracula Look at the front covers of Dracula – the abridged version that we will be reading in its entirety and the original version which they will get sections to read and compare. Summary of research into Vlad the Impaler. What new information did they find out if any? Discussion of belief into vampires (link back to articles) and how long that belief has been around. images – positioning. students are to compare the two versions.Content 2. p9. who doesn’t have the cultural knowledge of Dracula as we do today). What hints are there about Dracula being a vampire – thinking about it from the point of view of a person reading it at the time it was first written (i. for example. depth of description. What is the same: ideas. Why do they think the abridged version has changed so much of the original? Think from the point of view of historical and literary contexts as well as intended audience. Extension activity: create a storyboard for the scene where the coach is travelling to the Borgo Pass and is met by Dracula’s carriage. half way down (even though the roads were …) without the adjectives. expectations Extension activity: Look at other book covers from different ages and countries. 3. adjectives. tone? Rewrite the passage. Why is Jonathan in Transylvania? Why do they think Stoker chose Transylvania as the setting of his story? Look at map and find where it is. Link back to work on creating horror stories.au/english/ . sentences. for example. Read the original first diary entry section dealing with the same incidents.edu. read a discussion on what has happened. Which did they actually prefer? Which one created the most effective atmosphere of imminent danger and fear? Continue reading the first chapter. pp 8–12. trying to recreate this atmosphere visually. images. What images have they chosen and why? Cultural knowledge Extension activity: storyboard a scene Explicit quality criteria High expectations Student Page 10 of 15 http://www. and what is different: word choice. Share findings with group and write a class summary.curriculumsupport. e. similes and metaphors in their selected section. etc. What extra information do they get that confirms Dracula is a English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Assessment Quality Teaching for learning elements discussion knowledge of their Substantive effect and communication purpose on the High responder. What audience do they think the two novels are aimed at? How have the visual choices supported their decisions? Start reading the abridged version.nsw. subject matter.g. How does the author create a sense of fear and imminent danger in his writing? Divide class into small groups and allocate a page each from the text. Students read the section where they arrive at Borgo Pass and Jonathan is moved onto the other carriage and whisked away as well as when he first meets Dracula. mood.e. fonts. Identify all the verbs. different incidents. How do they add the atmosphere. At the end of page 13. adverbs. pages (note the change in perspective and writing structure before they begin). characters and hints towards vampires and evil incidents being the focus of the rest of the text. In pairs. The original: how is it different? Think colour. How has the passage changed with their removal? What is the effect? Add identified words to their glossary. Quality Teaching elements direction Read carefully the section pp 15–17. What starts happening to Lucy after the shipwreck? 2. What is different between the two readings? Hopefully they will get the seductive nature of the brides of Dracula and their actions.Content Assessment for learning vampire? Why is Jonathan there? What does he do when he realises he is trapped? Start a character description of Dracula supported with quotes.edu. Use the textual hints to construct logical or reasonable predictions about the story. e. Why do you think Stoker makes him European? Why is he a scientist – link to historical context.curriculumsupport.nsw. friendship. etc. Why has Harker’s fate been left unclear at this stage? Shipwreck at Whitby What happened? What clues are there that Dracula was on this ship? Look at original versions newspaper article. Who is Jack? Who does he call to help cure Lucy? 3.g. What are the three women? What were their plans for Jonathan? Who stopped them and why? Now read the same section form Stoker’s original. How is this information conveyed in the abridged version? 1.au/english/ . 70–73 (19–23). Which is more successful and why? Predictions: try to make predictions as to the course of the plot. purity of heart. does Harker make it out of the castle unscathed? Why do you think there are 50 boxes and where do you think they are being taken? What is the purpose of Mina at this point in the story? Introduction of Mina and Lucy: what characteristics do they convey? Innocence. Van Helsing – character description. How does he try to save Lucy? When do you think he realises she has been attacked by a vampire? What measures does he take to protect her? Why do they ultimately fail? 5. Continue to add to this as they keep reading. as well as the baby in the bag being left out. 4. cultural values? Analyse the two versions of Jonathan’s attempt to kill Dracula pp 66. Discuss why these changes would have been made in the abridge version – audience. Mina goes to Jonathan – what has happened to him? Write journal entry describing his English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 11 of 15 http://www. and Jonathan’s reaction to them. Look at Mina’s letter on page 59. How does Van Helsing know that there is a vampire in London? Possible activity – write the newspaper article he reads from. Handout 3: Dracula assignment 1. Why do you think he feels it’s Lucy not another vampire doing the attacks? 10. Students could do work on this aspect of the novel – why is in the story? How is he used by the composer? Why is he left out of the abridged version until p 96? 14.Content Assessment for learning Quality Teaching elements escape from the castle. Get students to explain what is ironic in their own words. Look at the chapter.edu. What is ironic about her last few lines? Note other examples of irony as you go through the text. “The Graveyard”. Why do they predict what they do? 12. Who discovers that Dracula is in London? What do they do with the information? 9. 6. How does Dracula get into Lucy’s room to attack her for a final time? 8. Allow some time in class to work on it but majority done at home. Handout 3: Dracula assignment. Look at pp 96–100. Is the scene at Carfax. 7.au/english/ . Why doesn’t Van Helsing see Lucy’s death as an end to the matter? What must they do to finish it completely? 13. one of Jacks mentally ill patients that has a more major role in the original version by Stoker.nsw. Who is Renfield? Why is he dying? What has he done that scares English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 12 of 15 http://www. Why doesn’t Mina go with them to Carfax? What could happen as a result of her being left alone? What warning is implied in the chant from one of the patients in the hospital? Note: this is said by Renfield. Give specific criteria for each choice once students have decided which tasks they wish to do (not supplied here). Introduce irony.curriculumsupport. How does the composer show how much Lucy has changed since becoming a vampire? Why do you think it must be Arthur that kills her once and for all? Activity – Students to predict what will happen next. pp 89-92 effective in regards to being a horror story? Why? What does the composer use to evoke fear in the characters and the reader? Link back to fears listed at the start of the unit. Why don’t you think that jack and Arthur can see that this is all the work of vampires? How does Van Helsing convince Jack then Arthur of the truth? 11. Why does Dracula go back there? How do they know how to find him? What job does Van Helsing have? Why does he do these jobs while Jonathan especially is charged with killing Dracula? Link back to the killing of Lucy. especially in terms of his reactions. 5. Assessment for learning Quality Teaching elements them so much? When they get to Mina what do they find? What is the significance of Dracula bleeding? How is Dracula described.au/english/ .curriculumsupport. Find quotes to support those ideas – group work and present to class. why. why not? What were they expecting from it given the image of Dracula? Did they prefer the abridged or original version of the story? Why. Use the theme work to discuss the following: Horror stories reflect the values and fears of that society.nsw.edu.Content 2. What was valued and feared in Stoker’s time? What do our present day horror stories tell us about our values and concerns? Does this and other horror stories reinforce the safety of the moral code? Extension activity – storyboard of choice English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 13 of 15 http://www. 3. Theme report Social context and moral coda. Revisit Horror checklist : what elements does Dracula have? Does this make it a good horror story? Did they enjoy reading the novel. 6. Mina. faith. What do his actions towards Lucy. What is the significance of the cross burning Mina? Add more detail to Dracula’s character description. 4. after extended analysis do they think it is labelled a classic? Themes: what do they think the novel is saying is important? Think science. loyalty especially. Renfeld tell us about him? What about the fact that he has more than one property in London: what does this tell us about him? Look at the chase back to Transylvania. ending. Watch selected scenes from the 1991 version of Dracula – link to scenes selected in the original. and look at the layouts. What elements link it to the novel and the vampire myths? How is Dracula portrayed in this text? Is it similar to/different from the other portrayals we have seen so far? Do they think the target audience for Buffy has had any influence on the way Dracula has been portrayed? What links are there to the novel: information on Dracula.curriculumsupport. What is similar/different to the ways they have created atmosphere? What is Dracula as a character like in this version? Which do they prefer? Quality Teaching elements Deep knowledge Deep understanding Higher order thinking Metalanguage Substantive communication Handout 4: Movie reviews Presents the terms ‘intertextuality’ and ‘appropriation’. close ups on the faces. What does each suggest will be the focus of the movie? Who is the intended audience? What do they have in common? Watch the original 1931 version of the movie (or scenes especially the start). How has it interpreted the vampire myth? What similarities are there with the other texts. Looking at social context of this text. especially the novel? How has it changed due to changes in genre and target audience? Discussion of the movie Van Helsing: how has it used and changed the image of Dracula? Show discussion from director on what he was trying to do with this character. How does it create the spooky atmosphere? Think use of shadows.edu. Link these to the following two texts. etc. Writing a review on the movie Use the reviews found in mETAphor (1997) for structure. use of colour. Look at the opening montage. themes. etc. Show Buffy vs Dracula (Series 5). symbols. on overheads. why is this appropriate? View The Lost Boys.au/english/ . use of music etc.nsw. Why the use of light on Dracula’s face? What do they think of Lugosi’s portrayal of Dracula? Why does Renfield play such a major role in this version? Discussion of how special effects and colour have changed movies (and audiences expectations).Content Assessment for learning Representing Dracula Before watching the films analyse the video covers. English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 14 of 15 http://www. Who is the Van Helsing character? (Buffy). Students use their notes and discussions on the various film texts to write a report analysing the image of Dracula over time. skills? What have they enjoyed? What didn’t ages’ essay they like? English Stages 4-5 NSW Department of Education and Training Curriculum Directorate April 2005 Page 15 of 15 http://www. What have they learnt – knowledge.curriculumsupport.Content Assessment for learning Quality Teaching elements Final task: the portrayal of Dracula across the generations.edu.nsw.au/english/ . ‘Dracula through the Reflection on unit. Students should tie this to their study of historical and social contexts.