Lesson Plans for the first 4 lessons for a DUBBING HARRY POTTER PROJECT by JUAN

FERNANDEZ ESO2

Use the text as a platform for helping the learners’ READING OUTLOUD better:

These learning objectives use the text as a starting point and move the learners onto being writers themselves:

Learning to read meaningfully.

Learners will learn how the author creates a magic scene in the text by identifying aspects of the wording -magnifying
adjectives, setting,
Various moments whereby one finds magic and their relationship with the literary devices used by the author; characters and
their abilities and relationships that are ‘magical’ (not real but treated as normal). Students will learn pausing while reading.
They will do so by comparing their own impromptu reading with that of a professional. Both upon the same fragment of the text.
They will also stress their fluency by reading groups of words; further on they will learn to give sentences an intonation,
according to the different moments of the action. Their final project is to DUB THE film's SCENE referring to the same fragment
from the novel.
Supporting Learning objective (Learning the use of different literary devices, sucn as alliteration, consonance,
onomatopoeia; metaphor, simile, oxymoron; hyperbole; personification )

Reading supporting objectives:

o Identify and investigate how characters are presented through: dialogue, action, description; and reflect on how the
reader responds to them.
o Explore the influence of settings in stories.
o Explore the use of expressive and descriptive language.
o Identify how writers use literary devices to achieve effects on the reader.
o Be able to identify different layers of meaning in a text.
o Prepare, read and perform play scripts,
o charting the build-up of a play scene and noting differences between genres.
ENGLISH AND INFORMATION COMUNICATION TECHNOLOGY (ICT)
An important addition is to dramatise their reading by dubbing a scene. With this clear objective (we call it Project) they will
study the text; understand the background; get into the feelings of the characters and try to empathise with them. Being a
group work they will find how to work together: in striving for perfection they will listen and correct their mates until the
project is properly dubbed. Finally handling a recording programme or application, uploading it into the system make solid ICT
users of them.

Students will further on their ICT FUNCTIONAL LITERACY SKILLS

We aim at a band 3 LEVEL OF ORACY/SPEAKING AND LISTENING. Perhaps it's just a fragment but take in depth. Like the Romans
said: non multa, sed multum (not in many things but deeply in one thing).

TOP LEARNING OBJECTIVE: Learning to read meaningfully.

DAY ONE
LESSON 1

LESSON 1
Reading

READING A TEXT FROM THE NOVEL

Starter

TASK 0 Teacher (T) sets the computer and the projector. After that, T sets up the mp4 mat1 to be ready for featuring.

Students (S) watch a short scene from the film, coinciding with the begining of the text: FILE NAME: MAT1: Harry Ron and Hermione Play Wizard
Chess Harry Potter and the Philosophers Stone 1:20 min.mp4
Introduction

T has photocopied MAT2. Students are presented with a full page with the text. Some words are translated on the footnotes. Doc name: MAT2 The novel’s
chess chamber scene.doc
TASK 1 STUDENT'S IMPROMPTU Reading out-loud.

Learning SubAim: Ss understand the exercise. Also at the end they will be able to tell the difference and see the value of the project: presumibly the
improvement of their oral reading skills.

Three Different pupils (S) read “MAT2 THE CHESS CHAMBER”, a passage of Harry Potter and the Sorcerer's Stone. File Name: MAT2 The novel’s chess
chamber scene.doc It has been worked out to pause on the marks made for guiding pauses during student's reading.

T ensures S understand they seek Emphasys on pauses, pitch, intonation of the Reader. T collects the papers with the text back for further use.
Main activity
TASK 2 PROFESSIONAL READER'S Reading outloud

Learning Objective: Learn pronunciation, pitch, pauses, rythm, intonation. They hear it from a professional.

Reading quietly listening carefuly to the Reader's voice, pauses, pitch, intonation...

Reading of a text from MAT6 Harry Potter and the Sorcerer's Stone; Chapter 16: Through the trapdoor. (pages 175 to 191). The short text is called MAT2
The novel’s chess chamber scene (pages 187-189 of the book, from "The next chamber was so dark"... "to and the next passageway"...).
THE mp3 PASSAGE is read by Steven Fry (book 1, Chapter 16, pages 187-189). 5:07 min (file name: MAT3 HP SORCERER'S STONE THE CHESS
CHAMBER FROM CHAPTER 16 PAGES 187-189.mp3)

LITERARY STUDY OF THE MAT2 TEXT

Literary devices: PROVIDESA COPY OF DOC NAME: MAT11 LITERARY DEVICES

Sound: onomatopoeia, alliteration, Anaphora;
Figures of Speech: parallelism, Simile, Metaphor, personification. Exaggeration or Hyperbole; euphemism
Bold for Adjectives to make an impression of the set up. Italics for conditionals
Students scout for:
a Magnifying adjectives
b Literary devices.

ACTIVITY ON THIS:
AN 11 QUESTION KAHOOT! EXAMINING THE TEXT: TITLE: LITERARY DEVICES FROM A HARRY POTTER FRAGMENT.
https://create.kahoot.it/share/literary-devices-from-a-harry-potter-fragment/be874d39-3c7c-4f68-ba64-a9e0694aadf9a9e0694aadf9

c Division of the test in sequences. It works the main text (MAT2). T facilitates the copy of doc. name: MAT12 STUDENTS SHOULD
PUT ORDER TO THE FOLLOWING MOMENTS OF THE CHESS SCENE FROM THE NOVEL HARRY POTTER AND THE SORCERER.docx
PLENARY
TASK 3 DRAMATISING: READ THEATRICAL DIALOGUE

T BRIEFLY TELLS STUDENTS THE CHARACTERISTICS OF A DIALOGUE. The text T offers comes from the film script reflecting the same scene.

Learning Objectives: Emphasis on adding feelings and understanding the context. Improvement on the emotional side of reading.

TEACHER (T) sets Students in groups of three. They need not move from their desks.

STUDENTS (S) READ A DIALOGUE ON THE CHESS CHAMBER File Name: MAT4 DIALOGUE FROM A FILM SCRIPT 1PAGE.docx

Here T asks students to understand the dramatic moment of the story: they can perish if the game doesn't go well. In fact it looks from the begining
that the game is going to fail. Besides, again, emphasis on pauses, pitch, intonation of the Reader.
 LESSON 2
WRITING
WRITING
AN HP DIALOGUE RESEARCHING ON THE TEXT
Starter

Proposal of FINAL PROJECT

After the exercise students receive the news of a project,

FINAL WORK PROPOSAL

DUBBING OF HARRY POTER AND THE CHESS GAME which will be prepared during a part of the third class. The project consists of reading the part
over the film voice. MP3 file name: MAT5 The Chess Game Pt 1 Harry Potter and the Philosophers Stone Isolated Score_1080p.MP3 (for READING
OVER THE VOICES).mp4 (3:24 min) MAT4 DIALOGUE FROM A FILM SCRIPT 1PAGE.docx

They will decide on the teams and check for the materials of their dubbing.
S will finally present the film with their voices recorded along with the music.

Learning Objective: S Plan their work. Map out the different steps S will have to take to achieve the main objective. When to meet, where, which program app

Introduction
 T has
Introduction doc.
name:
T Reading the document from the novel: The Chess Chamber ( File Name: MAT2 The novel’s chess chamber scene.doc). MAT10

Teacher reminds students about:

- WHEN A NOVEL GAINS MOMENTUM:
- Magnifying adjectives.
- Literary devices of
sound: alliteration, consonance, onomatopoeia...
structures: parallelism, oxymoron, metaphor, simile...
figures of speech: hyperbole, personification
Check on doc. name: MAT11 LITERARY DEVICES.pdf for these and other Lit. devices.
TEACHER’S MAIN DOCUMENT The novel’s chess chamber scene FIGURES OF SPEECH AND MAGNIFYING ADJECTIVES.doc

S must scout for: magnifying adjectives and adverbs; hyperboles, personification, alliteration, metaphors, similes, onomatopoeias, consonance...
Also S will find the different stages of the TEXT MOMENTUM: how it gains dramatic momentum.

Learning objective: reviewing literary devices to create momentum in a story.

Main activity
MAIN ACTIVITY: LITERARY STUDY OF THE MAT2 TEXT

Literary devices: T PROVIDES A COPY OF DOC NAME: MAT11 LITERARY DEVICES

Sound: onomatopoeia, alliteration, Anaphora;
Figures of Speech: parallelism, Simile, Metaphor, personification. Exaggeration or Hyperbole; euphemism
Bold for Adjectives to make an impression of the set up. Italics for conditionals

Students scout for:

a Magnifying adjectives

b Literary devices.
C Division of the test in sequences. It works the main text (MAT2). T facilitates the copy of doc. name: MAT12 STUDENTS SHOULD PUT ORDER TO
THE FOLLOWING MOMENTS OF THE CHESS SCENE FROM THE NOVEL HARRY POTTER AND THE SORCERER.docx

KAHOOT! EXAMINIG THE TEXT: TITLE: LITERARY DEVICES FROM A HARRY POTTER FRAGMENT. https://create.kahoot.it/share/literary-
devices-from-a-harry-potter-fragment/be874d39-3c7c-4f68-ba64-a9e0694aadf9
T takes note of those who have made their homework on WRITING A DIALOGUE ON HP's story

cLearning Objective: text analysis

 Plenary
T
WRITING A DIALOGUE FROM A STORY

Learning Objective: creative writing and vocabulary effective use.

WE TELL STUDENTS A SHORT STORY.

Short story document: MAT7 Turn a short Harry Potter story into a Dialogue.docx

They will turn it into a dialogue.

MAT8 Dialogue Writing Handout.docx

T reminds S about LITERARY DEVICES. Also the relationship between these and the need for gaining power at written expression. S find within the
Novel Text some
S will not be able to finish it in the classroom due to time constraints. They will have it as a homework.
Explanations on how to write properly: grammar and CHOSEN vocabulary

LESSON 3
S PREPARE THE FINAL PROJECT: DUBBING A SCENE OF THE FILM WHICH COINCIDES WITH THE TEXT

Starter
T takes note of those who have made their homwork on WRITING A DIALOGUE ON HP's story. S read one of the best dialogues. Others submit it through a
Classroom Task.
Introduction

Introduction
T shows S the film (5') of the Chess Scene. Doc. name: MAT13 Wizards Chess.mp4
S receive from their T a copy of the SCRIPT DIALOGUE doc. name: MAT4 DIALOGUE FROM A FILM SCRIPT 1PAGE.docx

Learning objective: S unite the text, the sequence of the film and integrate it in their performance (final dubbing as READING exercise)
 Main activity

MAIN ACTIVITY: READING BETTER

S PREPARE the final project dialogue (DOC4). Tips on how to read it.

They should: 1 Organise teams of three people. 2 Decide on who's taking up the roles: Hermione, Harry or Ron. 3 Learn the pronunciation of all
their words; meaning and pronunciation of all the syntagms; finally the pitch of each sentence. How they will perform the whole text (feelings,
pauses, syllable stress, word's stress...).
Learning Objective: S enact their work. Map out the different steps S will have to take to achieve the main objective. When to meet, where, which program app

Plenary

PLENARY

S will rehearse their characters and lines.

Also they will agree and meet for their final performance's recording.
They should get to know their rubrics: MAT9 RUBRICS FOR A DUBBING AS AN ORAL READING EXAM.docx

Also they will have a task set by T through Classroom in which the must submit their DUBBING WORK just before the following class (CLASS 4).
THIS IS THE CLASSROOM TASK EXPLANATION:
WHAT IS ASKED FROM STUDENTS: WHAT IS IT ABOUT?
It is about reading and re-reading a text of just over 3 minutes. This text consists of a dramatized reading of the Chess
Chamber Scene of the Book "Harry Potter and the Sorcerer's Stone". You have
rehearsal time for this: you already have the material, which consists of the
text and the narration of the actors. 

Your job is to record the mp3 of your reading without failure. Do it as the dubbing of the film, that is, synchronizing your reading
with the actor of the film

presentations of the FINAL PROJECT

After the exercise students receive the news of a project, DUBBING OF HARRY POTER AND THE CHESS GAME which will be prepared
during a part of the third class. The project consists of reading the part over the film voice. MP3 file name: MAT5 The Chess Game Pt
1 Harry Potter and the Philosophers Stone Isolated Score_1080p.MP3 (for READING OVER THE VOICES).mp4 (3:24 min) MAT4 DIALOGUE
FROM A FILM SCRIPT 1PAGE.docx

They will decide on the teams and check for the materials of their dubbing.

They will finally present the film with their voices recorded along with the music.

FINALLY DISTRIBUTE THE RUBRICS FOR THE PROJECT DUBBING HARRY POTTER
DOC. MAT9 RUBRICS FOR A DUBBING AS AN ORAL READING EXAM.docx

THE RUBRICS offer an explanation on the details of the Project

RUBRICS FOR A DUBBING AS AN ORAL READING EXAM

Groups of three people. Each one will submit the same work through this task.

WHAT IS ASKED FROM STUDENTS: WHAT IS IT ABOUT?

It is about reading and re-reading a text of just over 3 minutes. This text consists of a dramatized reading of the CHESS
CHAMBER SCENE, from chapter 16 of Harry Potter and the Sorcerer's Stone. You have rehearsal time for this: you already
have the material, which consists of the text and the narration of three actors.

Your job is to record the mp3 of your reading without failure. Do it as the dubbing of the film, that is, synchronizing your reading
with the actor of the film.

20 POINTS IN TOTAL

1 PUNCTUALITY ON DELIVERY    /3

The work must be delivered before the appointed date and time. Failure to deliver will have a serious consequence.

3 PRONUNCIATION   /3
A video of the interpretation will be delivered with which it must be clear that the students themselves are those performing the
dubbing: without external noises that may downgrade the voice recording; it can be edited. The pronunciation of words should
be learned and flawless. Vocalized. Solve the many pronunciation doubts that arise until you are sure how the words are
pronounced and then the groups of words and phrases. Don't be
an inventor of English. Good recording. Let it be heard, good finish. Clear sound.

4 BREAKS  /3

Pause in the reading, in relation to what you are telling: short stops before saying keywords in the story.

 5 INTONATION  /8

Take care of intonation; pronunciation of syntagmas. How the message is told.

Be careful with the whole pronunciation of groups of words (syntagmas).

RÚBRICAS PARA UN
EXAMEN ORAL DE LECTURA

GRUPOS DE TRES ALUMNOS. Cada uno deberá entregar su trabajo final por separado, a través de esta tarea.
 

¿DE QUÉ SE TRATA?

Se trata de leer y releer un texto de algo más de 3 minutos. Este texto consiste en una escena del capítulo 16 de Harry Potter
and the Sorcerer's Stone: la Escena de la Partida de Ajedrez. Para ello tienes tiempo de ensayo: ya tienes el material, que
consiste en el texto y en la escena misma con las voces de los actores y sólo con la música del film; ésta última servirá para
añadir vuestra voz a los personajes. Tu trabajo consiste en grabar el mp3 de tu lectura sin fallos. Hacerlo como el doblaje de la
película, es decir sincronizando tu lectura con cada actor de la película.
CLASS FOUR: PROJECT DAY

presentations of the FINAL PROJECT

Starter
STUDENTS HAVE WORKED THEIR INTONATION, PRONUNCIATION, FLUENCY, PAUSES... THEY HAVE RECORDED THEIR VOICES
MAKING THEM COINCIDE WITH THE MOVEMENT OF THE ACTOR'S LIPS.
FINALLY THEY BRING THEIR DUBBED HP FILM FOR US TO WATCH.

T PREPARES A SET OF THREE BOYS AND THREE GILS AND AN INDEPENDENT TEACHER (IF AVAILABLE). THEY WILL BE THE JURY AND
WILL AWARD AN OSCAR TO THE WINNERS. DISTRIBUTION OF POINTS FOLLOWS THE RUBRICS GUIDELINES. WHILE THEY SET THE
ORDER STUDENTS MAKE THEIR GROUP PRESENTATION.
Introduction
S INTRODUCE THEMSELVES AND TALK A BIT ABOUT THEIR PREPARATION, PRODUCTION OF THE DUBBING AND THEIR OPINION ON THE FINAL
PRODUCT.

Main activity
EACH TEAM SETS THE FILM AND SHOWS THEIR WORK; EVERYONE LISTENS; JUDGES TAKE NOTES.. AFTER THE FILM SOME LAST WORDS OF
THANKFULNESS; THE FOLLOWING TEAM AN APPEARS SETTING THEIR PRODUCTION. IN THE MEANTIME THE JURY CONFERS AND SETS THE POINTS. IF
DISAGREEMENT, THE TAKE THE GRANTED POINTS IN TOTAL AND FINALLY EXTRACT THE AVERAGE, ALL POINTS DIVIDED BY THE NUMBER OF MEMBERS.
Plenary
FINALLY THE JURY GIVES AN EXPLANATION OF THE STRONG AND WEAK POINTS OF EACH PROJECT AND PRESENTS THE WINNERS WITH AN OSCAR
(FAKE) TROPHY.