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Unit of Work: Digital Communication & Multimodal Storytelling
Unit of Work: Digital Communication & Multimodal Storytelling
Learners: 15–16-year-old secondary school EFL learners (B1–B2), studying in an urban Argentine public school with access to Chromebooks through the institutional 1:1 digital programme.
Length: 4 lessons (60 minutes each)
Unit Objectives
Unit Objectives
By the end of the unit, Ss will be able to:
Understand and explain environmental issues clearly.
Create a short explanatory text and turn it into a multimodal video using AI tools.
Edit and improve AI-generated content for accuracy and clarity.
Collaborate and reflect on how digital tools support communication.
Lesson 3 – Using Kapwing’s AI Video Generator
Lesson 3 – Using Kapwing’s AI Video Generator
Lesson number: 3 of 4
Lesson Length: 60 minutes
AI Tool: Kapwing (Text-to-Video)
1. Pre-Task Phase (10–15 minutes)
1. Pre-Task Phase (10–15 minutes)
1. Lead-in Discussion
1. Lead-in Discussion
Students watch 2–3 short AI-generated videos (20–30 seconds), chosen for teen-friendly topics (e.g., study tips, sports routines, digital safety). They discuss:
What message the video communicates
Whether visuals match the script
What makes the explanation easy/hard to follow
2. Language Focus
2. Language Focus
Students review targeted language:
sequencing: first, then, after that, finally
instruction verbs: explain, show, outline, describe
conciseness strategies: remove redundancies, keep one idea per sentence
Micro-task: Students reduce a 6–7 sentence paragraph into a 3–5 sentence script.
3. Preparation: Modelling the Tool
3. Preparation: Modelling the Tool
Teacher shows the steps for generating a video from a script:
open Kapwing → “AI Video Generator”
paste/write a short script
select style (minimal, modern, colourful, etc.)
generate video
adjust captions or visuals
export
Students learn they must produce a 30–45 second informational video.
2. Task Cycle (30 minutes)
2. Task Cycle (30 minutes)
Task: Create a Short AI-Generated Informational Video
Task: Create a Short AI-Generated Informational Video
In pairs, students:
Choose a relevant teen-friendly topic (e.g., “How to organise your backpack,” “How to start a basic workout routine”).
Write a concise 3–5 sentence script.
Generate a video using Kapwing’s text-to-video feature.
Make minimal adjustments (timing, captions, text clarity).
Planning
Planning
Students review and polish:
clarity of script
visual coherence
pacing and segment length
Teacher circulates and supports: checking clarity, sequencing, and tone.
Report
Report
Pairs share their video (projector or LMS upload).
Peers give brief comments on:
clarity of explanation
appropriateness of visuals
overall impact
3. Post-Task Phase (15 minutes)
3. Post-Task Phase (15 minutes)
1. Language Focus
1. Language Focus
Teacher uses selected student scripts to highlight effective choices or common issues (sequence markers, verb accuracy, register).
2. Reflecting on AI Use
2. Reflecting on AI Use
Students discuss:
What the AI did well (e.g., generated visuals, structured pacing)
What required human revision
How multimodal video helps teenagers communicate messages online
3. Consolidation
3. Consolidation
Homework: Rewrite or expand the script OR create a storyboard for the final polished version (used in Lesson 4).
References
References
Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus. https://opentextbc.ca/teachinginadigitalage/
Common Sense Education. (2021). Kapwing: Teacher review. https://www.commonsense.org/education/
Cunningham, C., & Facer, K. (2022). Children’s digital literacies: Learning beyond the school. Routledge.
Gee, J. P. (2015). Literacy and education. Routledge.
Hobbs, R. (2010). Digital and media literacy: A plan of action. Aspen Institute.
Kapwing. (2025). Kapwing Help Center. https://www.kapwing.com/help
Kapwing. (2025). AI Video Generator. https://www.kapwing.com/ai-video-generator
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
OpenAI. (2025). ChatGPT [Large language model]. https://chat.openai.com/
Redecker, C. (2017). European framework for the digital competence of educators (DigCompEdu). Publications Office of the European Union. https://ec.europa.eu/jrc/en/digcompedu
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Publishing.
UNESCO. (2023). AI competency framework for teachers. UNESCO. https://unesdoc.unesco.org/
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