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” =
___________________________________________________