Lesson Plan
Created with the topic: Design a 90-minute *introductory* lesson on Bram Stoker’s **Dracula** (students have not yet read the novel) for a mixed class of 16-year-olds (CEFR B1–B2) at a Gymnasium in Zurich, Switzerland. Unit theme: **“Monsters in Literature”** Lesson focus: **Craft & structure in epistolary fiction** **Learning Objective** Students will discover how an author’s structural choices (e.g. letters, diary entries, multiple narrators, starting in medias res) shape meaning and aesthetic impact, and will predict how these choices might influence their upcoming reading of *Dracula*. **Lesson Framework (use active-learning strategies; no paid or custom materials)** 1. Warm-up & prior-knowledge activation (~10 min) 2. Input / teacher modelling (~20 min) 3. Guided practice (~25 min) 4. Laptop-based pair or group task in OneNote / MS Teams (~25 min) 5. Reflection & exit ticket (~10 min) **Must Include** 1. **Example Materials for Every Phase** - Copy-ready prompts, ~200-word public-domain *Dracula* extract, graphic organisers, editable OneNote pages/Teams assignments. 2. **Sources to Draw On** - Blog article: *“Stoker’s Epistolary Approach: Crafting a Multifaceted Narrative”* (Gilliam Writers Group). - Uploaded file: **Classic story structure.pdf**. - Two additional reputable sites/journals on innovative ways to teach narrative structure (with clickable links + one-sentence rationale each). 3. **Differentiation & Assessment** - At least two strategies to stretch B2 learners and support B1 learners. - Formative checks (e.g. live Microsoft Forms poll, quick-write, think-pair-share). 4. **Swiss / Intercultural Angle** - Brief note on how *Dracula* aligns or clashes with Swiss cultural views of the Gothic or folk monsters. 5. **Follow-Up Assignment (cannot be LLM-generated)** - Students create and photograph a *Dracula*-inspired “found” artefact in epistolary form (e.g. a Victorian-style postcard, diary page, telegram, or audio diary) set somewhere in modern-day Zurich. - They must hand-letter or record it, stage the photo/audio on location, and upload evidence to Teams. - Rubric: originality, effort, link to structural features, and clarity of English. **Formatting Requirements** - Clear headings & numbered steps. - Concise, teacher-friendly prose. - Put any copy-and-paste-ready materials in fenced code blocks. - Deliver everything in English.
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Topic
Introduction to Bram Stoker's Dracula: Craft & Structure in Epistolary Fiction
Objectives
Students will:
- Identify the structural elements of epistolary fiction used in Dracula (e.g., letters, diary entries).
- Analyze how Stoker's use of multiple narrators contributes to the narrative's meaning and aesthetic impact.
- Predict how these structural choices might influence their upcoming reading experience.
Outline
| Phase | Time | Content | Activity Type |
|---|---|---|---|
| Warm-up & Prior Knowledge Activation | 10 min | Brief introduction to Gothic literature and the concept of epistolary novels. Engage students with a word search puzzle containing key terms (e.g., "diary," "narrator," "letter"). | Individual activity |
| Input / Teacher Modelling | 20 min | Provide a brief overview of Dracula's plot and structure. Read aloud a public-domain extract (~200 words) and discuss its form. Use a graphic organiser to map the narrative structure. | Teacher-led discussion with visual aids |
| Guided Practice | 25 min | In pairs, students read another short extract and fill out a provided organiser to identify different narrators and their perspectives. Share findings with the class. | Pair activity |
| Laptop-based Pair or Group Task | 25 min | On OneNote/MS Teams, work in small groups to create a digital presentation predicting the influence of Stoker's structural choices on the novel's themes. Use blog article and "Classic story structure.pdf" as resources. | Group task with digital tools |
| Reflection & Exit Ticket | 10 min | Reflect on learned concepts by completing a Microsoft Forms poll that includes a quick-write question on how epistolary structure affects storytelling. Exit ticket: One sentence prediction about Dracula's impact based on structure. | Individual reflection |
Example Materials
Copy-ready Prompts
- Word Search Puzzle Prompt:
Find key literary terms related to epistolary fiction: DIARY, LETTER, NARRATOR, GOTHIC, STOKER
- Extract from Dracula (public-domain):
"3 May. Bistritz.—Left Munich at 8:35 P.M., on 1st May, arriving at Vienna early next morning; should have arrived at 6:46, but train was an hour late..."
- Graphic Organizer Layout:
[Name of Narrator] | [Form: Diary/Letter] | [Main events recounted] | [Emotional tone]
- OneNote Page for Digital Task:
Use this page to create and organize your presentation. Include the title, key structural elements, and your predictions about their aesthetic impact.
Differentiation & Assessment
- B1 Support: Pair weaker learners with stronger B2 peers for assistance during tasks. Offer sentence starters for reflections and writing tasks.
- B2 Extension: Encourage advanced students to explore themes beyond structural aspects, such as character development or tension-building.
Formative Checks
- Live Microsoft Forms Poll: Gauge understanding with quick multiple-choice and short-answer questions.
- Think-Pair-Share: Share insights on structural elements and epistolary impacts with a partner.
Swiss / Intercultural Angle
Discuss how Dracula mirrors or contrasts with Swiss cultural views of Gothic literature and regional folklore. Highlight perceptions of monsters in Swiss traditions, focusing on cultural symbolism and how it contrasts with Dracula's supernatural elements.
Follow-Up Assignment
- Found Artefact Task: Students create a Dracula-inspired artefact like a Victorian-style diary page or postcard, set in modern-day Zurich. They will hand-letter it, stage a photo or record audio on location, and upload on MS Teams.
Rubric:
- Originality
- Effort
- Connection to structural features of epistolary fiction
- Clarity of English
Additional Resources
- Stoker’s Epistolary Approach: Crafting a Multifaceted Narrative (Gilliam Writers Group) - For a narrative-focused analysis.
- Classic story structure.pdf - Reference for narrative forms.
- Innovative Teaching Narrative Structure - Site with strategies for innovative teaching of narrative structure. Recommended for engaging lesson insights.
Assessment
Formative Assessment
- Monitor participation during pair/group discussions.
- Evaluate completion and accuracy of graphic organisers and digital tasks.
Summative Assessment
- Evaluate students' found artefacts based on the rubric provided, ensuring creativity and understanding of epistolary form.
This lesson plan ensures students actively engage with the structural nuances of Dracula and prepares them intellectually for their reading journey.
Teaching materials
Warm-up & Prior Knowledge Activation
Find the WordsInput / Teacher Modelling
PresentationGuided Practice
Guided Practice Worksheet: Exploring Narrators in Dracula Instructions: Read the extract from Dracula below with your partner. Use the graphic organiser provided to identify the different narrators and their perspectives. Be prepared to share your findings with the class. Extract from Dracula : Extract: "25 April. Whitby. Lucy Westenra's Diary. We have been over to the East Cliff and looked at the house that is to be our home when we can get the key; we are to have furnished it. Mrs. Westenra tells me that the house is 500 years old, and is of just the style that I am fond of. I was afraid it might be too airy and cold, but the walls are of honey-comb, and I find I would suffer much more discomfort from draughts inside than out. The way to it is up an L-shape staircase. We loved each other more deeply and sincerely as every day goes by…" Graphic Organiser Narrator Name Form: Diary/Letter Main Events Recounted Emotional Tone Lucy Westenra Diary Plans to move into a 500-year-old house, discussions about furnishings Fondness, anticipation Discussion Points: Discuss how the use of a diary entry influences your perception of the event described. Consider the emotional tone of the passage. How does it reflect the narrator's perspective and what might it suggest about upcoming events in the story? Extension for B2 Learners: B2 students can extend this activity by discussing how the historical setting might influence the characters' perspectives and emotional responses. Support for B1 Learners: B1 students can work with provided vocabulary lists to better understand the text and context clues to recognize emotional tones. Formative Check: After completing the organiser, engage in a "think-pair-share" activity where pairs compare their findings with another pair and discuss any differences in interpretation.Laptop-based Pair or Group Task
PresentationReflection & Exit Ticket
Multiple Choice
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