dracula was irish · 2019-10-22 · what do i know about dracula and bram stoker 6/9 active...

DRACULA WAS IRISH

ENGLISH CLASSROOM RESOURCES IN ASSOCIATION WITH RTÉ LEARNING AND DEVELOPMENT AND JUNIOR CYCLE FOR TEACHERS WWW.RTE.IE/DOCONONE WWW.JUNIORCYCLE.IE

Contents

Written by Mary-Elaine Tynan, Deirdre Murphy & Tomás Seale

Designed by Liza-Jane Smith

Supported by RTÉ Radio 1 Documentary on One RTÉ Radio 1 Documentary on One in association with RTÉ Learning and Development www.rte.ie/doconone and Junior Cycle for Teachers www.juniorcycle.ie

RTÉ Radio 1, ‘Documentary on One - Dracula was Irish’.Producer - Fergal Browne Production Supervision - Ronan Kelly Series Producer - Liam O’Brien Editor of Arts, Factual and Drama, RTÉ Radio 1 - Lorelei Harris

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening TheRightWords 6-8WhatdoIknowaboutDraculaandBramStoker 6/9 Active listening TheNarrator’sImpressionofCountDracula 10-12PunctureMarks(orratherPunctuationMarks) 12-13

Howdoyousayit? 14-15DocumentaryDictionary 14/16MorbidMemories 17-18

Post-listening Picturethis! 19-21BloodBrothers 19/22-23 E) Summative AssessmentADramaticReadingfromaGothicNovel 24-26

F) AppendixReflective/ Creative Tasks A1.ZombieFilmStoryboard 27 A2.GothicAuthorProfile 28

A3.1Learningoutcomesaddressedinthisunitoflearning 29A3.2Templateforplanningaunitofwork 30

Documentary On One - Dracula was Irish

IntroductionEveryradiodocumentaryisaccompaniedbyasetofteachingandlearningresources.TheresourcesbeginwithasuggestedplanforaunitofworkusingthelearningoutcomesfromtheJuniorCycleEnglishspecification.Worksheetsareindicatedbycodeswhichincludethenameofthedocumentary,theworksheet(WS)referencenumberandthepagewhereitcanbefounde.g.(Dracula was Irish WS 1.1 -Pg. 7)

Appendicescontainingadditionalresources(i.e.printableworksheetsforstudents)canbefoundattheendofeachunitofwork.

This unit is organised as follows:

Pre-listening resourceswhichencouragestudentstothinkaroundthecentralthemeoftheunit.

Active listening resourcestopromotecarefullistening.

Post-listening resourceswhicharelinkeddirectlytothedocumentarycontent.

Resources for a summative assessment whichfocusonmeasuringthelearningachievedbystudentsintheunit.

In addition therearefurtherreflective/creativeresourceswhichcouldbeusedtosupportlearning,teachingandassessmentintheunit.

Teacherswhochoosetousethesereflective/creativeresourcescanrefertothestructureoutlinedinthePlanningsectionandtothemodelusedintheSummativeAssessmentsection.

Contents

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening TheRightWords 6-8WhatdoIknowaboutDraculaandBramStoker 6/9 Active listening TheNarrator’sImpressionofCountDracula 10-12PunctureMarks(orratherPunctuationMarks) 12-13

Howdoyousayit? 14-15DocumentaryDictionary 14/16MorbidMemories 17-18

Post-listening Picturethis! 19-21BloodBrothers 19/22-23 E) Summative AssessmentADramaticReadingfromaGothicNovel 24-26

F) AppendixReflective/ Creative Tasks A1.ZombieFilmStoryboard 27 A2.GothicAuthorProfile 28

A3.1Learningoutcomesaddressedinthisunitoflearning 29A3.2Templateforplanningaunitofwork 30


inassociationwithRTÉLearningandDevelopmentandJCTwww.rte.ie/doconone 4

_PGNO.Documentary on one - english eDucational resources

‘Dracula Was irish’


Asthediagramindicates,itisduringtheplanning

stagethattheteacherwillselectthelearning

outcomesanddesigntheteachingandlearning

aroundtheselearningoutcomes.

Itisadvisabletoplanthesummativeassessmenttask

intheinitialstagestosupporttheformativeassessment

throughouttheunit.Thisensuresthattheteachercan

constantlymonitorthelearningofeachstudentin

termsofthechosenlearningoutcomes.

Theteacherand/orstudentswillselectthetexts,

resourcesandmaterialsrequiredtosupportthe

learningoutcomes.

Formativeassessmentwillbeongoingthroughoutthe

unittosupportthelearning.

Learning Outcomes Addressed by the UnitThisisaunitoflessonsfocusedonthethemeof independenceandusingasitsprimarytextthe

documentaryDracula was Irish.

Planning

*SeeAppendixfordetailsoflearningoutcomes

Learning and

Teaching

Resources

Texts

Chooselearningoutcomes

Createsummativeassessmentto

ensurethelearningoutcomeshavebeenachieved

Planning

Formative Assessment

Listen to and annotate a dramatic reading

Dracula was IrishResources

Vocabulary Exploration

Punctuation of a reading from Dracula

Word classification and vocabulary sharing

Rich Learning Experiences with RTÉ Radio 1’s Documentary On One - Dracula was IrishWhilethisunitcouldbeseento

addressanumberofLearning

OutcomesintheEnglish

Specificationthekeyoutcomes

addressedhereareOL 5, OL7,

OL13 and W5*. Thesummative

assessmenttasksattheendof

theunitfacilitatetheassessment

oftheselearningoutcomes.

Itisinevitablethatotherlearning

outcomeswillbeencountered

butthesearenotthemainfocus

oftheunit.

RTÉ Radio One’s Documentary on One - Dracula was Irish





ResourcesAbout the Documentary On One - SuperdogTitleDraculawasIrish

Listening Duration10.35

Documentary Linkhttp://www.rte.ie/radio1/doconone/documentary-podcast-bram-stoker-dracula-irish.htmlRelevant Linkshttp://www.bramstokerestate.com/Home-of-Bram-Stoker-Estate-Gothic-Dracula-Official-website-Bram-Stoker-Estate.html

Documentary Summary

100yearsafterBramStoker’sdeath,FergalBrowneinvestigateshow

hisIrishupbringingcomesthroughinhismostpopularwork.Itfeatures

interviewswithDavidNorrisandothercommentatorsongothic

literature.

Please Note: Thedocumentary,beingaboutDracula,makesreference

todeath.19thcenturysuicideplotsarealsomentioned,inthecontext

ofaplacewhereBramStokerplayedasachild.

About UsDocumentaryOnOneis

aseriesofmultiaward-

winningdocumentaries

fromRTÉRadio1.With

almost1,500documentaries

onofferonline,ithas

thelargestarchiveof

documentariesavailable

anywhereatnocost.Allof

theprogrammesareradio

storiesaboutreallife.

InassociationwithRTÉ

LearningandDevelopment,

DocumentaryonOnehas

chosenarangeofradio

documentarieswhich

maybeusedintheEnglish

classroom.Tocomplement

thesedocumentaries,a

collectionoffreeonline

teachingresourceshas

beencreatedtodevelop

students’written,reading

andoralproficiency.

Thesearebasedonthe

JuniorCycleKeySkillsand

LearningOutcomesinthe

newspecification.

Aswithanytexttobepresentedtostudents,itisstronglyrecommendedthatyoulisteninfulltotheradiodocumentarybeforeintroducingittotheclassroom.Thisistoensureitssuitabilityinyourowncontextandforalllearnersinyourclass.RTÉanditspartnerscannotacceptanyliabilityshouldthecontentofanyofthesedocumentariesproveunsuitableforsomelearnersortheirteachers.Allthepdfsandsoundfilesareeasilyaccessibleinthe“EducationalResources”sectionoftheDocumentaryOnOnewebsitewww.rte.ie/docononeandthe“Education”sectionofthefreeDocOnOnemobileappavailableoniPhone,AndroidandiPad.Wehopethatyouandyourstudentsenjoythedocumentariesandaccompanyingresources!

Planning

Vocabulary Exploration

Word classification and vocabulary sharing





Teacher Guidelines Teaching,LearningandFormativeAssessment

1. The Right Words• Usingtheworksheetprovided(Dracula was Irish WS 1.1 -Pg. 7),studentswillmakealistof

tenwordstheyassociatewithvampires.

• Oncethishasbeencompleted,theymustsharetheirwordswiththeirpartnerand

combinetheirlists.

• Nexttheywillusetheboxesprovidedtoclassifythewordsintoeachofthefollowing

foursections;nouns,adjectives,verbsoradverbs(Dracula was Irish WS 1.1 -Pg. 7). The

teachermaywishtorevisethepartsofspeechinadvance.Ahandoutwithdefinitions

andexamplesofnouns,verbs,adjectivesandadverbshasbeenincluded(Dracula was

Irish WS 1.2 -Pg. 8)

• Ifstudentsdonothaveanywordstosuitaparticularsectiontheymustbrainstormwith

theirpartnertocomewithatleastthree(e.g.iftheydonothaveanyadverbsintheir

originallisttheyshouldcomeupwiththreelikehungrily,viciouslyetc.)

Optional Drama Activity

• Studentscantakeaselectionoftheirwordsandactthemoutindividuallyorinpairs.

2. What do I know about Dracula and Bram Stoker?• Beforelisteningtothedocumentary,studentswillcompletethefirst

twosectionsoftheK.W.L(WhatdoIknow,WhatdoIwanttoknowand

WhathaveIlearned)worksheetprovided(Dracula was Irish WS 2 -Pg. 9).

Note:Studentswillneedtoretainthisworksheetsotheycancomplete

thefinalsectionatalaterstage.

Pre

-ListeningTEACHER GUIDELINES

Pre

-Listening

Active Listening





1. Think!Writealistoftenwordswhichyouassociatewithvampires:-

TenwordsIassociatewithvampires

2. Pair! Shareyourwordswithanotherstudentandthennotedownanynewwords.

WordsthatmypartnerwrotedownwhichIdidn’tthinkof

3. Share!Sharethesewordswiththerestoftheclassandputanyextrawordsyoulearninthebox.

4. Classify! Nowputyourwordsintotherelevantboxbelowbyclassifyingthemasnouns,adjectives,verbsoradverbs.Youshouldhavethreeineachsection.Ifyoudon’thaveenoughwordsforanyofthesections(e.g.adjectives)youwillneedtobrainstormsomemore.

The Right Words Pre

-Listening

Pre

-Listening

STUDENT WORKSHEET

Write your words below. There is an example of each one to help you get started.

Adjectives Nouns Verbs AdverbsExample Cold Dead Bite Painfully

(Dracula was Irish WS 1.1)






A Noun Anamingword(person,place,creature,thing)

IwouldlovetogotoFrance.

A Verb Adoing/actionword

e.g.torun eating jumped

An Adjective Adescribingword

e.g.Thedogwasemaciated andnervous.

An adverb Tellsusmoreabouttheverb–howdidherun? E.g.Heranquickly.(adverbsoftenendwith‘-ly’)

The Parts of theSpeech

STUDENT WORKSHEET

Pre

-Listening





What do I know about DraculaandBramStoker?

Directions: Beforelisteningtothedocumentary“DraculawasIrish”,completethefirsttwocolumns.Youwillcompletethefinalsectionafterlisteningtotheentiredocumentary.

Name________________________________________

Today’sDate________________________________

1 What do I know about Dracula and Bram Stoker?

2What do I want to know about Dracula and Bram Stoker?

3What have I learned about Dracula and Bram Stoker?

Active Listening

STUDENT WORKSHEET

(Dracula was Irish WS 2)

Pre

-Listening





• Studentswilllistentothefirstclipfromthedocumentary(Dracula was Irish Clip 1 which is 1.25 min length).Thisisareadingfromthenovel‘Dracula’.

• Studentswillanswerthequestionsontheworksheet(Dracula was Irish WS 3 -Pg. 11)

Teacher Answer Key• Whatwasitthatmadethenarratorshudder?The touch of the count’s hands.• WhatwordisusedtodescribetheCount’steeth? Protuberant (bulging, protruding)• Who/whatisresponsibleforthenoiseinthevalley?Many wolves• Identifyanelementwhichaddstotheatmosphere?Music, language, sound effects,

pace, pause (dramatic silences) etc• Whatisthemostdramaticmomentoftheexcerpt,inyouropinion?Give reasons for your

answer. Students will explain and support their answer.

4. Puncture marks (orratherPunctuationMarks!)Studentswillnowreadthepassagebelow (Dracula was Irish WS 4.1 -Pg. 12)andpunctuateit.

Theanswerkeyhasbeenprovided(astakenfromthenovel).

“AstheCountleanedovermeandhishandstouchedmeIcouldnotrepressashudder–itmayhavebeenthathisbreathwasrankbutahorriblefeelingofnauseacameovermewhich,dowhatIwould,Icouldnotconceal.Thecount,evidentlynoticingit,drewbackandwithagrimsortofsmilewhichshowedmorethanhehadyetdone,hisprotuberantteethsathimselfdownagainonhisownsideofthefireplace.WewerebothsilentforawhileandasIlookedtowardthewindowIsawthefirstdimstreakofthecomingdawn.ThereseemedastrangestillnessovereverythingbutasIlistenedIheardasiffromdowninthevalleythehowlingofmanywolves.Thecount’seyesgleamedandhesaid“Listentothem,thechildrenofthenight,whatmusictheymake!”Seeing,Isuppose,someexpressioninmyfacestrangetohimheadded“Ahsir,youdwellersinthecitycannotenterintothefeelingsofthehunter.”

Differentiated Worksheet Adifferentiatedworksheethasbeenprovided(Dracula was Irish WS 4.2 -Pg. 13)–thisisamorefocusedpunctuationexerciserequiringstudentstoonlyinsertcapitallettersandfullstops.

3. The Narrator’s ImpressionofCountDracula A

ctive Listening

TEACHER GUIDELINES

http://podcast.rasset.ie/podcasts/audio/2012/0414/20120414_rteradio1-docononeeducational-draculacli_c20810248_20810251_232_drm_.mp3





The Narrator’s ImpressionofCountDracula

Directions:

Listentothefirstclipfromthedocumentaryandanswerthefollowingquestions.

1. What was it that made the narrator shudder? __________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

2. What word is used to describe the Count’s teeth (11 letters)? P_ _ _ _ _ _ _ _ _ _.

3. Who/what is responsible for the noise in the valley? ___________________________________________

____________________________________________________________________________________________________

_____________________________________________________________________________________________________

4. Identify an element in the documentary which adds to the frightening atmosphere?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

5. What is the most dramatic moment in the clip, in your opinion? Give reasons for your answer.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Name________________________________________

Today’sDate________________________________

Active Listening


STUDENT WORKSHEET





Puncture Marks (orratherPunctuationMarks)!

Directions:

Belowisacopyofthereadingfrom‘Dracula’whichyoujustlistenedtointhe

documentary.ThisisfromChapter2of‘Dracula’,anovelbytheIrishwriterBramStoker.

Basedonwhatyouheardandyourownideas,rewrite this passage and insert

punctuation marksincludingfullstops,capitalletters,commasandquotationmarks.

Tip Remembertostartallsentenceswithacapitalletterandendwitha

fullstop.

People and place names andthewordIalsogetcapitalletters.

“asthecountleanedovermeandhishandstouchedmeicouldnotrepressashudder

itmayhavebeenthathisbreathwasrankbutahorriblefeelingofnauseacameover

mewhichdowhatiwouldicouldnotconcealthecountevidentlynoticingitdrew

backandwithagrimsortofsmilewhichmorethanhehadyetdonehisprotuberant

teethsathimselfdownagainonhisownsideofthefireplacewewerebothsilentfor

awhileandasIlookedtowardthewindowisawthefirstdimstreakofthecoming

dawnthereseemedastrangestillnessovereverythingbutasilistenedIheardasiffrom

downinthevalleythehowlingofmanywolvesthecount’seyesgleamedandhesaid

listentothem,thechildrenofthenight,whatmusictheymakeseeingisupposesome

expressioninmyfacestrangetohimheaddedahsiryoudwellersinthecitycannot

enterintothefeelingsofthehunter.

Active Listening


STUDENT WORKSHEET

Name________________________________________

Today’sDate________________________________





Active Listening

Name________________________________________

Today’sDate________________________________

Active Listening


STUDENT WORKSHEET

Name________________________________________

Today’sDate________________________________

Directions:

Belowisacopyofthereadingfrom‘Dracula’whichyoujustlistenedtointhe

documentary.ThisisfromChapter2of‘Dracula’,anovelbytheIrishwriterBramStoker.

Basedonwhatyouheardandyourownideas,rewrite this passage and insert

punctuation marksincludingcapitallettersandfullstops.

Remember! Youshouldstarteverysentencewithacapitalletterand

finishwithafullstop

People and place names andthewordIalsogetcapitalletters.

“asthecountleanedovermeandhishandstouchedmeicouldnotrepressashudder

–itmayhavebeenthathisbreathwasrankbutahorriblefeelingofnauseacame

overmewhich,dowhatiwould,icouldnotconcealthecount,evidentlynoticingit,

drewbackandwithagrimsortofsmilewhichshowedmorethanhehadyetdone,

hisprotuberantteethsathimselfdownagainonhisownsideofthefireplacewewere

bothsilentforawhileandasilookedtowardthewindowIsawthefirstdimstreakofthe

comingdawnthereseemedastrangestillnessovereverythingbutasIlistenediheard

asiffromdowninthevalleythehowlingofmanywolves.thecount’seyesgleamed

andhesaid“listentothem,thechildrenofthenight,whatmusictheymake!”seeing,

Isuppose,someexpressioninmyfacestrangetohimheadded“ahsir,youdwellersin

thecitycannotenterintothefeelingsofthehunter”

Puncture Marks (orratherPunctuationMarks)!





5. How do you say it? Analysing a Dramatic Reading from ‘Dracula’

Studentswilllistentotheclipfromtheintroductorysectionagain(Dracula was Irish

Clip 1 which lasts 1.5 minutes),andusingtheworksheet(Dracula was Irish WS 5 -Pg. 15)

theywillannotateitaccordingtohowitisread,lookingforthefollowingelements:

Music/soundeffects Emphasis(stressplacedonparticularwordsorphrases)

Pauses Pace(whenthereaderspeedsuporslowsdown)

Accents Pitch/toneofvoice(excitement,fearful,questioning)

6. Documentary DictionaryStudentswilllistentothenextsectionofthedocumentary(Dracula was Irish Clip 2)

whichlaststhreeandahalfminutes.

TheywilllistenforthevocabularylistedontheDocumentaryDictionaryworksheet

(Dracula was Irish WS 6 -Pg. 16) andcompletetheworksheetasinstructed.

TEACHER GUIDELINES

Active Listening








How do you say it?

Directions: Listencarefullytothereadingfrom‘Dracula’againand,workinginpairs,makeanoteofwherethe

followingelementsoccur(twoexampleshavebeendonetohelpyougetstarted)

Music/soundeffects Emphasis(stressplacedonparticularwordsorphrases)

Pauses Pace(whenthereaderspeedsuporslowsdown)

Accents Pitch/toneofvoice(excitement,fearful,questioning)

Introducedbysinister

music(femalewailing)

Emphasishere

Name _________________________________________________

Today’s Date _________________________________________

Active Listening


STUDENT WORKSHEET

“AstheCountleanedovermeandhis

handstouchedmeIcouldnotrepress

ashudder–itmayhavebeenthathis

breathwasrankbutahorriblefeeling

ofnauseacameovermewhich,do

whatIwould,Icouldnotconceal.The

count,evidentlynoticingit,drewback

andwithagrimsortofsmilewhich

showedmorethanhehadyetdone,

hisprotuberantteethsathimselfdown

againonhisownsideofthefireplace.

Wewerebothsilentforawhileandas

IlookedtowardthewindowIsawthe

firstdimstreakofthecomingdawn.

Thereseemedastrangestillnessover

everythingbutasIlistenedIheardas

iffromdowninthevalleythehowling

ofmanywolves.Thecount’seyes

gleamedandhesaid“Listentothem,

thechildrenofthenight,whatmusic

theymake!”.Seeing,Isuppose,some

expressioninmyfacestrangetohim

headded“Ahsir,youdwellersinthe

citycannotenterintothefeelingsof

thehunter.”





Documentary Dictionary

Directions:

Listentothenextsectionofthedocumentaryandlistenoutforthevocabularybelow

andcompletetheDocumentaryDictionary.

Name________________________________________

Today’sDate________________________________

Word What I think/thought it means

What it actually means

The Antonym (opposite)


STUDENT WORKSHEET

Archetypal

Concealed

Atmospheric

Isolated

Universal

Mythology

Stupefied

Active Listening





Name________________________________________

Today’sDate________________________________

6. Morbid Memories• Studentswillnowlistentothefinalsectionofthedocumentary(Dracula was Irish

Clip 3 which lasts five minutes).

• Inthissectiontheintervieweesdescribevariouselementswhichmayhave

influencedtheyoungBramStoker(andareconnectedtothestoryofDracula).

• UsingtheMorbidMemoriesworksheet(Dracula was Irish WS 7 -Pg. 18)studentswill

recordthesestoriesorinfluences.

• Theywillthencomparetheirfindingswithapartnerandaddanyelementstheymay

haveoverlooked.

Answer Key

SomeofthefactorswhichmighthaveinfluencedtheyoungBramStoker

• SpenttimeinthecryptofStMichan’saroundmummifiedbodiesandcoffins.

• Spentalotoftimeinhisroominthedark.

• StoriesaboutcholeraepidemicinSligowheremanywereburiedalive.

• Storiesaboutpeoplediggingdeeppits,pushingpeoplewithwoodenpolesintothe

pits.

• Faminestories;massgraves,corpsesonthesideoftheroad,thewalkingdead.

• Playinginthesuicideplotsnearhishouse(morbidfascinationwithdeath).

Active Listening

TEACHER GUIDELINES

http://podcast.rasset.ie/podcasts/audio/2012/0414/20120414_rteradio1-docononeeducational-draculacli_c20810246_20810249_232_.mp3

http://podcast.rasset.ie/podcasts/audio/2012/0414/20120414_rteradio1-docononeeducational-draculacli_c20810246_20810249_232_.mp3





7. Morbid Memories

Directions: ListentothefinalpartofthedocumentaryandmakealistofanyelementswhichmayhaveinfluencedtheyoungBramStokerwhenhewaswriting‘Dracula’.Youmayalsowishtoincludeanyinformationyouheardinprevioussectionsofthedocumentary.

Name________________________________________

Today’sDate________________________________


STUDENT WORKSHEET

Active Listening

ListofthingswhichInfluencedBramStokerwhenwriting‘Dracula’

Compare your findings with a partner and add any elements you may have overlooked.





Name________________________________________

Today’sDate________________________________

8. Picture This! • Studentswillhaveencounteredanumberofvividimagesthroughout

thedocumentary.First,theclasswillagreeonwhata‘vividimage’is.

• Studentswillthenchoosewhattheybelievearethethreemostvivid

imagesinthedocumentary,explainingeachonebrieflyusingthe

PictureThisworksheet((Dracula was Irish WS 8.1 -Pg. 20)

• OncetheyhavecompletedthistheycanusetheBatWingsworksheet(Dracula was Irish WS

8.2 -Pg. 21) toillustrateoneoftheirchosenimages.

9. Blood BrothersDraculaisapplyingtojoinBloodBrothers,theInternationalAssociationofVampires.

Howeveritisanextremelyexclusivesocietywhichrequiresapplicantstosubmita

persuasive100wordpersonalstatement.

Studentswillwritethestatement.

Tohelpthem,amodelhasbeenprovided.

StudentsshouldalsousetheMust,Could,Shouldsuccesscriteriatoguidethem.

Theywillthencompleteaself-assessmentgrid.(Dracula was Irish WS 9.2 -Pg. 23)

A Model has been provided (Dracula was Irish WS 9.1 Pg. 22)

Optional oral task

Studentscandeliverthisasanoralpiecebyreadingitaloudittotheteacher/classor

byrecordingit.

TEACHER GUIDELINES

Po

st Listening





Title Picturethis!

Directions:

Havinglistenedtotheentiredocumentary,youshouldhaveencounteredanumber

ofvividimagesfromBramStoker’slifeandhisnovel“Dracula”.

a) Definetheterm“Avividimage”

Avividimageis___________________________________________________

b)Nowdescribethreeofthemostvividandmemorableimages

fromthedocumentary.

Image1__________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Image2__________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Image3__________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Name _______________________________________

Today’s Date _______________________________


STUDENT WORKSHEET

Po

st Listening






STUDENT WORKSHEET

Title Picturethis!

Directions:

Nowillustrateoneofyourchosenimagesbelow.

Name _______________________________________

Today’s Date _______________________________

Po

st Listening





Blood BrothersWritingaPersuasiveSpeechThis task may be usedas a Summative Assessment Piece

Draculaisapplyingtojoin“BloodBrothers,theInternationalAssociationof

Vampires”.

Howeveritisanextremelyexclusivesocietywhichrequiresapplicantstomakea

persuasivetwominutespeech.

ImagineyouareDraculaandplan/performyourpersuasivespeech.

Writing Requirements/ Success Criteria:

It must

-Bepersuasive

-Includepowerfuladjectives,verbsandadverbs

-Besuccinct(brieflyandclearlyexpressed.)

-Notexceedonehundredandfiftywords

It should

-Beinterestinganduniqueinordertostandout

It could

-Haveacleversignoff

Here is an example of what Shrek might write to apply to join the Fairytale Heroes Association Po

st Listening


STUDENT WORKSHEET

Fellow-heroes,Iurgeyoutooverlookmyhideousface,see

beyondmytree-trunklegsandtoignoremythreatening,

hammer-likearms.Iamafairytalehero,inthetruestsense;

acharacterwhoisstrongbutgentleandbravebuthumble.

NotonlydidIsavePrincessFionafromthedreadeddragon,I

wonherheart.Inaddition,Isucceededintamingthedragon

whosubsequentlymarriedmybestfriend.Sincemydebutin

thefairytaleworld,Ihaveembarkedonmanyadventuresand

beatenruffianslikeLordFarquaadandRumpelstiltskin.Ifthat

isnotthedefinitionofafairytalehero,whatis?Dotheonlythingthatisfairandright;acceptmeintotheFairytaleHeroes

AssociationandIpromisethatyouwillneverregretit.Yours

flatulently,Shrek.






Po

st Listening


Self-Asssesment Grid

My Name

Today’s Date

What was I asked to do?

Did I follow the writing requirements outlined in

the “Must Could Should”? Which (if any)

did I not do and why not?

Which writing requirements did I do

particularly well? Why?

Which aspects of this task did I find the

most challenging? Why?

Areas for improvement? How can I improve?

STUDENT WORKSHEET

Po

st Listening





10. A Dramatic Reading from a GothicNovel • Studentswillprepareanothersectionoftheirchoicefrom‘Dracula’oranothergothicnovel

(e.g.‘Frankenstein’)andperformitasadramaticreading,similartotheexamplesinthe

documentary.

• Beforecommencingtheclasswillagreeonthesuccesscriteriaforagooddramaticreading

andwriteitontheworksheet(Dracula was Irish WS 10.1 -Pg. 25).Todothis,studentsmight

liketolistentooneofthereadingsfrom‘Dracula’inthedocumentary(e.g.clip1orany

others)andidentifywhatmakesitagoodreading.Teacherscouldalsouseclipsfromaudio

books.

• TheymustthenfindanotherpiecefromDraculaoranothergothicnovel.Ideallyitshould

containdialogueandnarrative.

• Toprepare,studentswillprintouttheirpiece,underliningorhighlightingimportantwords

whichrequireemphasisinthedramaticreading.

• Theywillalsoneedtoannotatethetexttoindicate

• Wheretoplaceemphasis

• Whentopause

• Whatpace/speedtouse

• Anappropriatetoneofvoicefordifferentparts

• Asuitableaccentifnecessary

• Wheretheywouldusebackgroundmusicorsoundeffects.

• Theyshouldsubmittheannotatedtextaspartoftheirassignment

• StudentsmustcompletetheSelf-AssessmentGrid(Dracula was Irish WS 10.2 -Pg. 26) attheend.

* Below is a list of suggested success criteria for students:

Readers will use appropriate

TEACHER GUIDELINES

Sum

m

ative Assessme

nt

Emphasis (on particular words or phrases)

Pauses (where and why)

Pace (speed)

Tone of voice (excitement, fear)

Pronunciation (Accents)





A Dramatic Reading from a

Gothic Novel

Directions: Youwillprepareandperformadramaticreadingofyourchoice,from‘Dracula’oranotherGothicNovel.Withyourclassandteacheragreeonthesuccesscriteriaforagooddramaticreading.Includeeachcriteriononthegridbelowandhowyouwilladdresseachone.Onehasbeensuggestedforyou.

Success Criterion: UseappropriateemphasisHow to address it: Chooseandunderlineimportantwordsorphrasesthatrequireemphasis

Success Criterion:

How you will address it:

Success Criterion:


Success Criterion:


Success Criterion:


Success Criterion:


Success Criterion:


Success Criterion:


Name ____________________________________

Today’s Date ____________________________

Sum

m

ative Assessme

nt


STUDENT WORKSHEET




Documentary On One - Dracula was Irish STUDENT WORKSHEET

My Name

Today’s Date

Task description

What was my role/ responsibility?

Did I follow the Success Criteria?

Which (if any) parts did I not do and why not?

The parts I did particularly well were…

One important thing I learned from doing this was…

The next time, the thing(s) I would do differently is/are…

Self-Assessment Grid


Sum

m

ative Assessme

nt





Zombie Film Story Board

Directions: Planyourvisionofyourfilmbydrawingthevisualforeachshotineach box.Underneath,writethenumberofthesceneandshot.ForexampleScene1,Shot1–Zombiewalksintoaschool.Scene1,Shot2–Classroomfullofteenagers.Scene1,Shot3–Closeupofteenagerhearingastrangesound.

Name ___________________________________

Today’s Date ___________________________

(Dracula was Irish A1)

STUDENT WORKSHEET

Sum

m

ative Assessme

nt




Documentary On One - Dracula was Irish STUDENT WORKSHEET

Author’sLife Booksbythisauthor MainthemesWhyIlikethisauthor

Suggestions Quotes from their work Suggestions -Theirchildhood -Storylines/plottwists-Theirfamily -Characters-Education -Tension-Majorinfluences

Gothic Author ProfilePlan

Directions:

Researchanothergothicliteratureauthor(e.gMaryShelley)andwriteaprofileof

them.UsetheAuthorProfilePlanbelowtonotedownyourresearch.

Name _______________________________________

Today’s Date _______________________________

(Dracula was Irish A2)

Appendix





Oral Literacy5.Deliverashortoraltext,aloneand/orincollaborationwithothers,usingappropriatelanguage,styleandvisualcontentforspecificaudiencesandchosenpurposes

7.Chooseappropriatelanguage,styleandvisualcontentforspecificaudiencesandchosenpurposes:persuading,informing,narrating,describingaprocess

13.Developtheirspokenlanguageproficiencybyexperimentingwithwordchoice,beingcreativewithsyntax,beingprecise,stimulatingappropriateresponsesrelativetocontextandpurpose

Writing5.Engagewithandlearnfrommodelsoforalandwrittenlanguageusetoenrichtheirownwrittenwork.

Learning outcomes addressed in this unit of learning(fromJuniorCycleSpecification)

TEACHER GUIDELINES

AppendixAppendix

(Dracula was Irish A3.1)





Teaching and

Learning

Resources

Texts

Choose learning outcomes

Create summative assessment

to ensure these learning outcomes are achieved

Planning

Formative Assessment

Template for planning aunitofwork.

TEACHER GUIDELINES

Appendix

(Dracula was Irish A3.2)

dracula was irish · 2019-10-22 · what do i know about dracula and bram stoker 6/9 active...

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