Craiyon

Students: Alba Villar, Naiara Prado and Ariadna Hurtado

We will use Craiyon, a free AI app that creates images from a given prompt. The main goal of this activity is to try to get a similar drawing to the AI created picture by giving descriptions to another student who cannot see the image. The students will have to use their linguistic resources, such as speaking, listening, and oral comprehension. Specifically, students will practice nouns such as animals and their parts, adjectives, and adverbs of place.

Contextualization:

Target Age: This activity is thought for 3rd or 4th graders due to its complexity. We think that, on the one hand, the first-graders wouldn't have enough grammar and vocabulary level to successfully complete this activity, and, in the other hand, older children could get bored because of the simplicity of the activity.
Target Language Level (based on CEFR): A2
Location: in the classroom

Lesson Aims:

Reception: p. 56
- SPOKEN RECEPTION - LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
Production: p. 70
- SPOKEN PRODUCTION - SUSTAINED MONOLOGUE: GIVING INFORMATION
- WRITTEN PRODUCTION - OVERALL WRITTEN PRODUCTION
Interaction: p. 83 →
- SPOKEN INTERACTION - UNDERSTANDING AN INTERLOCUTOR
- SPOKEN INTERACTION - INFORMATION EXCHANGE
Communicative Language Competences (Linguistics, Sociolinguistic, Pragmatic): p. 132
- LINGUISTIC RANGE - VOCABULARY RANGE
- LINGUISTIC RANGE - VOCABULARY CONTROL
- LINGUISTIC RANGE - SPOKEN FLUENCY

Learning objectives (SWBATs)

Produce short sentences with diverse vocabulary in order to describe an image IA.
Give instructions to a receptor through description in order to create a similar drawing.
Understand simple instructions in order to represent them through the drawing.

Preparation for the app:

Crayon is an online app that doesn’t need to have an account created. Therefore, in a session, you only require a few minutes to get students to open the computer and search for this site. Since it’s a very simple app students won’t need much time to adapt to it.

Materials:

The app craiyon
One laptop for each pair.
Paper and pencil/colors.
Scaffolding materials:

Flashcards with examples of animals, actions and objects.
Examples of descriptions of an image.

CRAIYON APP

THE SCAFFOLDINGS

Brief description of each phase of task cycle:

Pre-task:

Students will have been working with vocabulary about animals and their characteristics. Therefore, they will be implementing known vocabulary in this activity.

Main task:

In the beginning, students will divide themselves in pairs with one computer/tablet. The student with the computer/tablet will type any prompt following a given structure to get a set of AI created images. The structure will be: an animal + an action (verb) + an object. This structure will be shown by a scaffolding template in the board, that way students can look at it whenever they create their prompts. They will also be provided a set of examples of animals, actions and objects.

Once the students have the instructions about the activity, each pair will have time to think about the prompt they will write to the IA. Therefore, before starting to use Craiyon, students will have a short time to think what they are going to write in the AI app. This way, both children will have the same opportunities to prepare themselves.

Past this time, one student of the pair will have to start entering his/her prompt to the IA, and, once it has created the different images, the student will select one of them. After this, the kid will start describing it to the other student, who will have to draw it without looking at it.

With the explanations and instructions from the other student, he/she will develop a drawing as similar as possible to the AI generated image. To help the students explain their picture, some scaffolding will be provided. It will help them, as an optional guidance, to explain the parts of the animal they see, the size, the position where it is… At the time they finish creating the drawing, the students will switch roles.

Scaffolding to guide the description of the image:

Post-task:

At the end of the activity, students will form groups of 6 to show their drawings to their classmates and briefly explain them. When they have all shared their drawings, the teacher will ask a series of questions to get students to share the vocabulary they have used, the steps they followed to achieve the objective and their review of the activity.

*Examples of questions (this can change depending on the answers of students):

Did you like the activity?
Was it easy to follow the instructions? Why?
What parts of animals did you draw?
Did you all follow the example?

The drawings will be collected and used in another session, in which in groups of 4 they will create a story involving their 4 drawings.

Bibliographical references:

Council of Europe. (2024). Common European Framework of Reference for Languages (CEFR). Common European Framework of Reference for Languages (CEFR). https://www.coe.int/en/web/common-european-framework-reference-languages/

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