AI Free Video

In “Our AI Story Adventure,” students work together to write and illustrate a short story using AIFreeVideo, an AI tool that transforms text into animated videos. Through guided writing and creative collaboration, they describe characters, settings, and events, then see their stories come to life on screen. The activity encourages creativity, teamwork, and digital literacy while helping students explore how AI can support storytelling and language learning.

The aim of our “AI Story Adventure” is to combine language learning with digital literacy by guiding students through the process of writing and transforming their own stories with the help of AI.

Students work in small groups and use story bowls (with random characters, places, and contexts) to spark their imagination. Each group writes 3–4 simple sentences for one part of the story (beginning, middle, or end) using scaffolding sheets with adjectives, action verbs, and connectors.

After writing, they use the online tool AIFreeVideo to turn their short text into an animated video. Finally, the class watches all the parts together, creating a collaborative digital story.

• Target Age: 10–11 years old (upper primary)

• Target Language Level: A2 (CEFR)

• Location: Classroom with projector + tablets (internet required)

• Foster creativity through storytelling and digital tools.

• Strengthen vocabulary and structures related to description (characters, settings, actions).

• Support teamwork and collaboration to co-create a story.

• Develop confidence in speaking/writing and digital literacy.

• Reception (p. 56): A2 – Can understand the main point in short, clear, simple messages and announcements.
  
  

• Production (p. 70): A2 – Can link groups of words with simple connectors like and, but, because. Can write a series of simple phrases and sentences about experiences and events.
  
  

• Interaction (p. 83): A2 – Can collaborate in simple tasks, ask and answer questions, and exchange information.

• Collaborate in groups to co-write a short story using narrative structure.

• Apply sequencing words (first, then, suddenly, finally) to connect ideas.

• Use descriptive language for characters, places, and actions.

• Transform written text into a video using an AI generator.

• Reflect on the creative process and teamwork.

• Tablets with internet + access to AIFreeVideo

• Projector/screen to share videos

• 3 “story bowls” with slips (characters, places, contexts)

• Worksheets:

  • Story Bowls Slips

  • Scaffolding Sheet (“Describe your Scene” + connectors + AI Prompt Helper)

  • Reflection Worksheet

  • Infographic Summary of lesson steps

  • Plan B Sheet (Quick Comic / Role-play / Ending Remix / Poster)

• Paper and pencils

Pre-Task (Preparation – 15 min)

• Brainstorm: What makes a good story?

• Teacher shows a sample AI video and asks: What did the AI do well? What was funny or surprising?

• Vocabulary recap with scaffolding sheets.

• Groups draw slips from the bowls (character + place + context).

Main Task (Creation – 30 min)

• Each group writes 3–4 sentences using scaffolding sheets.

• Teacher supports with vocabulary/grammar.

• Groups input text into AIFreeVideo, choose visuals/voices, and generate their clip.

• If AI delays/fails → use Plan B sheet (comic, role-play, poster).

Post-Task (Sharing & Reflection – 15 min)

• Groups present their video in order: Beginning → Middle → End.

• Class discussion: Does the story make sense? What did the AI change?

Students complete a short reflection sheet: Favorite part, new words, teamwork evaluation.

Prompts used for the AI Free Video

BEGINNING: In the middle of an old library, where the shelves reached the ceiling and dust danced in the sunlight, a shy dragon hid between the books. Unlike other dragons, he was afraid of making noise, so he turned the pages very carefully with the tip of his claw. That day, while exploring the darkest corner of the library, he discovered something strange—a heavy book that glowed faintly, as if it were alive. Inside, he believed, was a magic object that could change everything.

MIDDLE: As the shy dragon opened the glowing book, the air around him shimmered with golden light. Suddenly, the letters on the page rose into the air, spinning and forming a strange key. The dragon’s heart raced—this was the magic object he had been searching for. But just as he reached for it, the library began to shake. Books flew from the shelves, and shadows slipped out from between the pages. The dragon realized the library was alive, testing whether he was brave enough to claim the key. Though his claws trembled, he knew he had to step forward and face the challenge.

END: With a deep breath, the shy dragon stepped into the circle of flying shadows. At first they whispered doubts—“You are too quiet, too small, too weak”—but the dragon remembered the stories he had read about courage. Instead of roaring or fighting, he spoke softly: “I believe in myself.” To his surprise, the shadows melted away, and the glowing key floated gently into his claws. The library calmed, the books returned to their shelves, and a warm light filled the room. From that day on, the dragon was no longer just shy—he was also brave, carrying the magic key that reminded him he could face his fears.

Worksheets