2016 ELA 10 HONORS DRACULA
SCHOOL NAME: RHINEBECK HIGH SCHOOL GRADE LEVEL: 10 HONORS
UNIT TITLE/THEME: DRACULA, THE MONSTER, AND THE TURN OF THE UNIT LENGTH: 3 WEEKS CENTURY
DATE CREATED: SUMMER 2016
1. UNIT OVERVIEW In this unit, students will observe the distinct relationship Bram Stoker’s Dracula has with the time in which it was written. Students will study issues of importance during the late nineteenth century, such as the perceived threat of immigration, the changing role of women in society, and the continued rise of science. Students will search through the novel to see how these topics and other issues of the time manifest themselves in Stoker’s work. Students will also look to how these concerns help to develop the title character and what it is that makes him a monster to other characters in the novel. Students will also analyze how real world events can influence the development of fictional characters, scenes, and events. Through a brief study of the events surrounding Jack the Ripper, students will propose different possibilities regarding Jack the Ripper’s influence on Stoker and his work. Following this examination, students will discuss the effects that audiences of the time may experience while reading Dracula and speculate how the incorporation of real world events contributes to these reactions. Students will also consider modern examples of monsters/villains and how they may be a reflection of modern concerns and fears.
2. FOCUS and ONGOING STANDARDS FOCUS STANDARDS ON-GOING STANDARDS (standards to be assessed in this unit) (standards that will be addressed, but not assessed) RL and RI.9-10.1 Textual evidence RL.9-10.11 Connections RL and RI.9-10.2 Central idea RL.9-10.3 Character SL.9-10.1 Collaborative discussion SL.9-10.4 Presentation of ideas W.9-10.9 Literary analysis L.9-10.6 Academic and domain-specific vocabulary
3. ESSENTIAL QUESTIONS MAY INCLUDE ESSENTIAL QUESTIONS What evidence in the novel points to the impact of science and technology in the late nineteenth century?
What role does faith and the supernatural play in the novel?
What is the relationship between science/technology and faith/the supernatural in the novel?
How do Mina Harker and Lucy Westenra embody the ideas associated with the roles of the “New Woman” and the traditional Victorian woman? What messages are conveyed by the novel in regards to these two concepts of femininity?
What does the term “fin de siecle” indicate? How is Dracula a representative fin de siecle work?
Why was immigration of such concern in the late nineteenth century? How do these concerns work their way into Dracula?
How do the events in Whitechapel involving Jack the Ripper help to develop the novel and its eventual 2016 ELA 10 HONORS DRACULA impact? How can real life events affect writer intent and audience response?
How is the character of Dracula a manifestation of the public’s general concerns at the time of its publication?
4. TEXTS MAY INCLUDE TEXT GENRE Dracula by Bram Stoker fiction “Dracula: Vampires, Perversity, and Victorian nonfiction (article) Anxieties” by Greg Buzwell “Fin de Siecle” by Ruth Livesey nonfiction (article) Jack the Ripper synopsis nonfiction
5. UNIT ASSESSMENTS MAY INCLUDE Double entry journals (summer assignment) formative Thematic essay (based on summer assignment) summative (in-class) Fin de siecle organizer summative Buzwell article response summative
6. FOCUS ON LANGUAGE ACADEMIC VOCABULARY GRAMMAR AND CONVENTIONS Essential Vocabulary/ Vocabulary Focus Focus Within the Unit Academic Word List (AWL) Sentence Imitation (using core texts as models) Language of Literary and Rhetorical Analysis Sentence Composition, Expansion, Combination Vocabulary from Core Texts (related to unit material)
7. ROUTINES MAY INCLUDE CLASSROOM PRACTICES AND ROUTINES 3-2-1 Independent Reading Reading Moments 3x3x3 Jigsaw Recitation 60-Second Shakespeare K-W-L Self-Assessment Annotating Texts Learning Stations Sentence Diagramming Anticipation Guide Literature Circles Socratic Seminar Author’s Chair Loop Writing Somebody Wanted But So Believing/Doubting Game Most Important Word Storyboarding Blog Writing/Online Discussion Novel Ideas Only Tableaux Chalk Talk One-on-One Writing T-Chart Choral Reading Conferences They Say/I Say Templates Connecting the Minds Oral Presentation Think-Pair-Share Dialectical Journals Outlining TPCASTT/STARLETTS Do Now Parking Lot Venn Diagram Envelope Quotations Peer-Review Vocabulary Squares Exit Slips Pinball Walking Poetry Fishbowl Poetry Explosion Web/Mapping Flow Chart Poetry Walk Word Wall Found Poetry Quaker Reading Write Around Gallery Walk Question-Answer-Relationship Writing Frames Gist Quickwrites Writing Portfolio Handmade Thinking RAFT writing