UNIT OUTLINE
Subject: English Extension
Unit title: Texts, Culture and Value- DRACULA
Key Concepts/ Big Ideas
Key question: In what way has the vampire myth
been used to reflect contemporary values from the
days of Dracula to the present era?
Unit context within Scope and Sequence/Purpose
10 lessons total over 4-week period
 Week 1: 2 lessons
 Introduce students to unit: Texts,
Culture & Value.
 Introduction to Text: Dracula by Bram
Stoker
 Week 2: 3 lessons
Course: Preliminary (Year 11) Number of Weeks: 4 weeks
10 lessons (60 min per
lesson)
The importance of this learning
The text studied for this unit is Dracula by Bram Stoker and will be unpacked in detail throughout
the upcoming weeks. This will allow students to engage with texts of greater complexity, extend
their use of language into realms of greater sophistication, to critically theorise relations to texts
and to identify and understand inherent values of texts. In particular students will be able to
explore the language used in the text and its relationships with culture to further broaden their
knowledge on how values are shaped in texts.
Syllabus Outcomes
A student:
EE 11-1: demonstrates and applies considered understanding of the dynamic relationship between
text, purpose, audience and context, across a range of modes, media and technologies
EE 11-2: analyses and experiments with language forms, features and structures of complex texts,
evaluating their effects on meaning in familiar and new contexts
EE 11-3: thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways
to respond to, compose and explore the relationships between sophisticated texts
EE 11-4: develops skills in research methodology to undertake effective independent investigation
EE 11-5: articulates understanding of how and why texts are echoed, appropriated and valued in a
range of contexts
  Reading through “Dracula” and EE 11-6: reflects on and assesses the development of independent learning gained through the
unpacking language forms, features of processes of research, writing and creativity
the text.
 Week 3: 2 lessons
 Begin composing own responses to
essay question
 Week 4: 3 lessons
 Continuation of responses to essay
question which will be used for
assessment task.

Literacy Focus ICT Focus Differentiation

 Effective online research  Curriculum compacting
 Analysis  Use of PowerPoint/ word  Providing a range of stimulus materials in a range of
 Application of concepts mediums.
 Synthesis  Open-ended questions
 Integration of concepts  Providing key vocabulary

Week/ Sequence Syllabus Content Teaching and Learning Strategies including Resources
assessment for learning.
 Go over course requirements from syllabus  White board
 Week 1 – 2 lessons Engage personally with texts:
 Appreciate and explore
 Introduction to the complex
unit: Texts, Culture connections between
& Value
texts, composers,
responders and their
contexts
and outline what will be expected from the
students.  Projector/ smart board
 Hand out vocabulary sheet to students and
 Appendix 1: Introductory
fill out as they work throughout lesson.
Students are encouraged to find definitions Power-point
individually to develop their own  Appendix 2: Vocabulary
understanding of the concept. worksheet
 Appendix 3: Chapter
Summary Booklet
 Work through introductory PowerPoint on
Dracula: Texts, Culture and Value

 Students are to complete paragraph writing

activity for purposes of assessment for
learning.

 Students begin reading text “Dracula” &

write a chapter summary once they have
completed reading the beginning chapter.

Differentiated learning: peer assisted work, high

achiever with a low achieving student working
together. Allocate a certain time to help assist
students who are not coping with the work.

Week 2 - 3 lessons Engage personally with texts:  Ask students to share their chapter  White board

 Appreciate and explore
 Reading through
the complex
“Dracula” and connections between
unpacking texts, composers,
language forms,
responders and their
features of the text.
contexts
summary for chapter 1  Projector/ smart board
 Novel: “Dracula” by Bram
 Discuss some of the language features Stoker
found in the text
 Appendix 3: Chapter
 Students are encouraged to work in pairs Summary Booklet
and critically analyse the first chapter.

 As a class ask students for their answers

and responses to the set task given. Write
down ideas on board and link quotes to
back up what is said.

 Continue with reading through the text

“Dracula”

 Students may require more than 30 minutes

to read parts of the novel. For those
students allow an extra 10 mins so they can
catch up to everyone else and while other
students are finished get them to look up
the meaning of the words they don’t
understand.

Differentiated learning: peer assisted work, high

achiever with a low achieving student working
together. Allocate a certain time to help assist
students who are not coping with the work.
  Students are to begin brainstorming ideas  White board
Week 3 - 2 lessons Develop and apply contextual on the essay question. As a class ask  Projector/ smart board
knowledge: students to think of themes and ideas that  Novel: “Dracula” by Bram
 Begin relate to social and historical contexts. Stoker
 Thinks deeply,
composing
own responses broadly and
 Question: In what way has the vampire
to essay flexibly in  Appendix 3: Chapter
myth been used to reflect contemporary
question imaginative, Summary Booklet
values from the days of Dracula to the
creative,
present era?
interpretive and  Appendix 4: Body
critical ways to Paragraph Scaffold
respond to,  After brainstorming as a class, students use
compose and one of the themes and write a paragraph on
explore the how the vampire myth is reflected in todays
relationships society.
between  Get students to look at how Bram Stoker
sophisticated texts uses language as a tool in his novel
“Dracula” to reflect the views in his era.
 Students are now to work on the first
section of their assignment which involves
looking at other texts on their own and
evaluate the Gothic genre is reflected.

Differentiation:
Students who require assistance with composing an
argument for the essay the scaffold will break down
the steps they require to correctly put one together.
Week 4 – 3 lessons Respond to and compose texts:  White board

 Continuation  Apply creative and

 As a class, students can discuss the  Projector/ smart
types of gothic concepts that is board
of responses to critical thinking to
most effective at representing the  Novel: “Dracula” by
essay question enhance the quality of Bram Stoker
which will be their responses and main character’s story in the novel.
 Appendix 2:
used for compositions  Check on what observations have Vocabulary
assessment
students made so far and what new worksheet
task.
words they have identified part of
the Vampire Myth and how is it
linked to context and values.
 Revise devices which will be useful
for essay.
 Get students to revise vocabulary
from worksheet.
 Students are given time to work on
assessment in class.

Assessment Details Outcomes

Students are to answer the following question with a word
limit of 1200 words.
Essay Question: In what way has the vampire myth been used
to reflect contemporary values from the days of Dracula to the
present era?. In your response, refer to “Dracula” by Bram
Stoker and one other related text of your own choice.
• EE11-1 demonstrates and applies considered understanding of the dynamic relationship
between text, purpose, audience and context, across a range of modes, media and
technologies.
• EE11-2 analyses and experiments with language forms, features and structures of
complex texts, evaluating their effects on meaning in familiar and new contexts
 Questions that will help you answer essay question:
How is Gothicism explored in texts?
What comes to mind when the word “Vampire” is said and
how its meaning has changed in todays modern society?
Appendix 1: Introductory Power-point
• EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and
critical ways to respond to, compose and explore the relationships between sophisticated
texts.
• EE11-6 reflects on and assesses the development of independent learning gained
through the processes of research, writing and creativity.
Appendix 2: Vocabulary worksheet Appendix 3: Chapter Summary Booklet
Appendix 4: Paragraph Scaffold