L3 Translation Movie Dubbing LESSON PLAN

Introduction

• Lesson Topic: Translation: Dubbing a movie

• Length of Lesson: 90 minutes

• VA Standards of Learning:
o SIII.4 The student will present information orally and in writing in Spanish,
combining learned and original language in increasingly complex sentences and
paragraphs.
 2. Use past, present, and future time frames, word order, and other level-
appropriate language structures with increasing accuracy.
o SIII.5 The student will present in Spanish student-created and culturally authentic
stories, poems, and/or skits.
 1. Produce well-organized spoken and written presentations appropriate to
the type of audience and purpose of the presentation.
o SIII.10 The student will improve Spanish language skills and expand cultural
understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
 1. Expand Spanish language skills and cultural competence through the
use of media, entertainment, and technology.
Cognitive Objectives
• The students will practice auditory comprehension by viewing/listening to dubbed video
clips and interpreting them.
• The students will apply knowledge of level-appropriate Spanish grammar and vocabulary
to create a translation of a selected video clip.

• The students will create (draft, edit, and record) their own voiceover dub of a movie clip
demonstrating fluidity of speech, expressive speaking, and proper pronunciation in
Spanish.
Materials and Advanced Preparation
• Each student should have an English-Spanish Dictionary
• Sample dubbed video clip of “13 Going on 30”
• Computer lab with iMovie on each computer and Internet access
• “Búsqueda del Web” Worksheet
• Teacher will put students in groups of 3 in advance, based on skills and abilities
Teaching and Learning Sequence
• Introduction/Anticipatory Set: (15 minutes)
o Teacher will play sample dubbed video clip from “13 Going on 30” for students
and initiate a discussion about the clip. Students should demonstrate
comprehension by discussing characters and events in the clip in Spanish.
o Teacher will explain to students that they will be creating their own dubbed video
clips.
• Lesson Development:
o Teacher will introduce 2 Internet websites that are helpful Spanish resources and
teach students how to navigate and utilize the websites. The two websites are:
Tomisimo.org and Wordreference.com. (10 minutes)
o Students will conduct independent practice on usage of these websites by
completing a mini-WebQuest worksheet. Worksheet will be reviewed by the
teacher with the whole class. (15 minutes)

o Teacher will separate students into pre-planned groups of 3 and then explain
guidelines and criteria for the Video Dubbing assignment. Teacher will
encourage students to find a clip that they can use for the assignment. The clip
must be approved by the teacher. Once each group has selected its clip and gotten
it approved, students can begin drafting a translation of the clip, using the two
websites discussed earlier in the lesson and their English-Spanish dictionaries.
(40 minutes)
• Closure: (10 minutes)
o Teacher will ask each group of students to share one example of how they utilized
the two websites to assist them in translating the video clips into Spanish.
o Teacher will collect students’ drafts in order to review them overnight and
provide corrections and feedback.
Assessment
• Formative:
o Teacher can gauge level of prior knowledge and auditory comprehension skills
based on how well students demonstrate understanding of the sample dubbed
Video clip from “13 Going on 30”.
o Teacher can assess student learning about how to use the two websites based on
student performance on the mini-WebQuest worksheet.
o Teacher can assess student knowledge of grammar and vocabulary and student
motivation while students draft their translations. Teacher will be available
during this time to check in with struggling students and provide extra assistance
if needed.
o Teacher will be able to do formative assessment when she collects students’ drafts
to review overnight.
• Summative
o Teacher will grade each student’s performance in his/her group’s final product of
the dubbed video clip for correct grammar and vocabulary usage, proper
pronunciation, and fluidity of speech.
References
• Youtube.com
• Tomisimo.org
• Wordreference.com
Appended Materials
• Mini-WebQuest Worksheet
• Content Organizer
Búsqueda del Web
Usando: www.wordreference.com y www.tomisimo.org
Word Reference:
1. Busque la palabra “sheet” en español. ¿Porque hay muchas opciones para
decir “sheet” en español?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Desplace hacia abajo para leer todas las maneras para traducirla. Note los
varios contextos. ¿Cual palabra usaría para decir:
a. Sheet of Paper: ___________________________
b. Bed Sheet: _______________________________
c. Sheet of Stamps: __________________________
d. Sheet of Ice: _____________________________
e. Sheet Music: _____________________________
f. Cookie Sheet: ____________________________
g. Sheet Metal: _____________________________
3. Refiera a la herramienta para conjugar los verbos. Úsela para dar la forma
correcta para estas palabras:
a. Tu / Futuro Perfecto / to love: ______________
b. Él / Pretérito Perfecto / to isolate: ____________
c. Ellos / Imperfect / to sing: _______________
d. Nosotros / Imperativo Presente: to calculate: ___________________
Tomisimo
1. Busque la palabra para “clock” en español. Desplace hacia abajo para leer
todas las maneras para traducirla. Note los varios contextos. ¿Cómo diría:
a. Hand of a Clock: ________________
b. Grandfather Clock: ______________
c. Alarm Clock: ___________________
d. Clockwise: _____________________
2. ¿Qué es la definición de “Idiom” en inglés? ¿Cómo diría “Idiom” en
español?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Busque los siguintes modismos en Tomisimo.org y escriba la traduccion en
ingles/español.
a. “Levantarse de malas” = ___________________________________
b. “Estar torcido con alguien” = ________________________________
c. “Play it by ear” ___________________________________________
d. “Don’t count your chickens before they are hatched” =
___________________________________________________

L3 Translation Movie Dubbing LESSON PLAN

Uploaded by

Copyright:

Available Formats

L3 Translation Movie Dubbing LESSON PLAN

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

L3 Translation Movie Dubbing LESSON PLAN

Uploaded by

Copyright:

Available Formats

What are the objectives of the lesson?

What are the objectives of the lesson?

What websites will students use and for what purpose?

What websites will students use and for what purpose?

Introduction

• Lesson Topic: Translation: Dubbing a movie

• Length of Lesson: 90 minutes

combining learned and original language in increasingly complex sentences and

appropriate language structures with increasing accuracy.

stories, poems, and/or skits.

 1. Produce well-organized spoken and written presentations appropriate to

the type of audience and purpose of the presentation.

understanding by accessing information beyond the classroom setting for

recreational, educational, and occupational purposes.

 1. Expand Spanish language skills and cultural competence through the

use of media, entertainment, and technology.

• The students will practice auditory comprehension by viewing/listening to dubbed video

clips and interpreting them.

to create a translation of a selected video clip.

demonstrating fluidity of speech, expressive speaking, and proper pronunciation in

Materials and Advanced Preparation

• Each student should have an English-Spanish Dictionary

• Sample dubbed video clip of “13 Going on 30”

• Computer lab with iMovie on each computer and Internet access

• “Búsqueda del Web” Worksheet

Teaching and Learning Sequence

• Introduction/Anticipatory Set: (15 minutes)

and initiate a discussion about the clip. Students should demonstrate

comprehension by discussing characters and events in the clip in Spanish.

Tomisimo.org and Wordreference.com. (10 minutes)

o Students will conduct independent practice on usage of these websites by

completing a mini-WebQuest worksheet. Worksheet will be reviewed by the

teacher with the whole class. (15 minutes)

websites discussed earlier in the lesson and their English-Spanish dictionaries.

• Closure: (10 minutes)

provide corrections and feedback.

based on how well students demonstrate understanding of the sample dubbed

Video clip from “13 Going on 30”.

student performance on the mini-WebQuest worksheet.

motivation while students draft their translations. Teacher will be available

pronunciation, and fluidity of speech.

You might also like