This entry was co-created by the author of this PLE with Lourdes Bellini. Both are identical pieces.
Unit title: Guess who!
Target group: 3rd formers (8 and 9 year-olds)
Language level: Pre-A1
Group description: These students attend a private school in Villa Devoto, CABA. They are used to working online and using Google Classroom to hand in homework. Most classrooms are equipped with a TV or overhead projector, allowing the use of presentations, audio, and visual materials during lessons. The school also has got an ICT room and several notebooks that can be brought into the classroom. Students have five periods of English per week.
Changes implemented: The lesson plan was originally designed for a group of 3rd form students at a public school in Caballito. Since the technology available in that classroom was quite limited, we decided to change the target group of students, as well as the final task, to meet the requirements of the assignment. The use of AI tools also made it possible to shorten the original lessons and combine the two parts of the final task into one.
Benefits of including AI tools in the classroom: Integrating AI tools allows students to participate in multimodal, creative tasks that combine text, visuals and audio in ways traditional methods can not.
For instance, Canva’s AI text-to -image tool enables students to transform textual character descriptions into visual images, helping them refine language accuracy, descriptive skills, and visual literacy, while also teaching them to evaluate AI limitations, as AI may generate characters with unprompted features. Voicemod encourages experimentation with voice and musical style, allowing students to produce songs, which in turn boosts engagement, motivation and expressive skills in language learning. Khanmigo supports the generation of poems or song lyrics from student input, which in turn fosters critical thinking, creativity, and reflection, while allowing students to see how AI can extend and co-create content.
These tools also help develop digital literacy, as students must critically assess AI outputs and they reflect on how technology influences communication. Using AI also saves time on repetitive tasks, enabling teachers to instead fully focus on guided feedback and collaborative discussion, and it supports differentiated learning, since outputs can reflect each group’s ideas, style, and language level.
Theme: Outdoor activities and parts of the body
Final task: In groups of four, students write a description of a character that owns at least one item related to outdoor activities (e.g., a helmet or a bike). Each character should have specific physical features (e.g., brown hair, green eyes) and also be given a name. Then, students use their written description to create an image of the character and a song. The teacher compiles all the songs into a playlist and projects the images. The class then plays a game in which they have to guess the character based on the song they hear.
Unit objectives:
By the end of the unit, students will be able to…
Identify outdoor activity items.
Describe physical characteristics.
Express possession of outdoor activity items.
Create a character that entails certain physical characteristics and the possession of an outdoor activity item.
Use AI tools to create an image of a character and a song.
Guess a character by means of listening to a description.
Title of Unit: Guess who! Lesson Sub-Theme: Guessing characters
Lesson No: 5
Lesson Objectives: By the end of this lesson, students will be able to…
Create a character that entails certain physical characteristics and the possession of an outdoor activity item.
Use AI tools to create an image of a character and a song.
Guess a character by means of listening to a description.
Warm-up (5 min)
The teacher asks students how they are. She then sings the classroom song to begin the lesson. The teacher asks sts for the date and writes it on the board.
Pre-listening activity (10 min)
The teacher uses the projector to show students three images created with CanvaAI. She explains that one of them represents a new music idol who always carries a distinctive object. She asks students to guess who they think the new idol is and what object they might carry. She also encourages students to describe the physical features that make each character unique. The teacher writes their predictions and descriptions on the board.
While listening activity (5 min)
The teacher explains that they are now going to listen to a song created by the new artist, in which the artist describes themselves. She asks students to pay attention to the characteristics and the object mentioned in the lyrics. The class listens to the song and identifies which character is being described. The teacher then asks students which characteristics written on the board were mentioned and ticks them.
Post listening activity (5 min)
The teacher asks students whether they think the images and the song are real, and why. She then asks if they have ever used AI to create pictures or music and what they believe one should keep in mind when using such tools. The teacher shows an example of an AI-generated image that failed to comply with the given prompt to remind students they must always critically assess the content generated by artificial intelligence, as it may not always follow the given prompt.
Final task Part 1 (30 min)
The teacher asks students to form groups of four. She then explains that they are going to create their own music idols and a song that describes them, similar to the one she showed earlier.
As a first step, the teacher distributes the computers and asks students to log in to Google Classroom and open the new assignment titled Let’s be artists!
The teacher explains the first activity: students must write a detailed description of their character. They should include an object that is characteristic of the character and give them a name. The teacher specifies that the description must be written in the provided document and assigns fifteen minutes for this part of the process.
Next, the teacher reads the instructions for the second activity. She explains that students will carry out two tasks simultaneously: half of the group will create the image using CanvaAI, while the other half will work on the song using Voicemod. Before they begin, the teacher demonstrates how to use both tools. When presenting CanvaAI, she emphasizes the importance of selecting the image that best matches the students’ written description, as AI tools may generate inaccurate or unexpected results. The teacher uses the images generated to show students how some of the pictures don’t comply with the given instructions (e.g.: eye colour) and to raise awareness of AI’s limitations and the need to critically evaluate automatically generated content.
Students copy and paste the descriptions they wrote into each tool. In CanvaAI, they select the best image generated by the AI and download it. In Voicemod, they choose a music style and artist voice, add the lyrics, and download the final song.
Finally, the teacher instructs students to upload their work to Google Classroom, including the class document with the character description, the image, and the song. As the submissions are received, she compiles the songs into a playlist and creates a presentation to be used later in class.
Final task Part 2 (15 min)
The teacher explains that students must now try to guess which character corresponds to each song and identify the creators. To do this, students write the numbers 1–7 on their papers, corresponding to the number of songs, while the teacher projects the pictures labelled A–G. As each song plays, students assign a character to it and note the creators.
Once the playlist finishes, students share their results and justifications. The group that correctly identifies the most characters and songs is the winner.
Closure (10 min)
As a wrap-up activity, the teacher explains that students will create a poem using AI. She opens the Fun Class Summary Poem tool in Khanmigo and asks students to share ideas about the lesson and the entire unit: what they did, what they liked or disliked, and what they considered the best activity. She also prompts them for emotions and adjectives related to the project, and then inputs all the information to generate the poem.
Finally, the teacher shows the poem to the class and asks whether they feel the result reflects their experiences and emotions.
Canva's AI text-to-image tool was chosen because it allows students to generate visual representations of their characters from written descriptions, transforming a task that was traditionally manual into an AI-enhanced creative experience. In the original lesson plan, students were limited to creating characters using templates for facial features by hand, which constrained creativity and required significant time. By using Canva AI, the activity is redefined (as started by Scheuer-Larsen & Lauridsen in 2023, an activity reaches the Redefinition stage in the SAMR model when it becomes a completely new task fully dependant on technology and would be impossible to do without it, redefining the original task into a completely different one), and students can now produce accurate and highly creative images in a fraction of the time, exploring multiple variations and experimenting with different visual interpretations of their characters. This transformation not only saves time to the teacher who can focus on direct guidance and the students (who now have the work of two classes done in one) but also allows students to focus more on language precision, description, and conceptualization. In terms of Bloom’s Digital Taxonomy (2016), the task engages students in several higher-order thinking processes: they create a visual output based on their written descriptions, inspect the AI-generated images to ensure they match their intended features and evaluate which image best communicates the characteristics of the character. Moreover, students must carefully formulate their prompts to achieve the desired outcomes, which strengthens their digital literacy by teaching them how to communicate effectively with AI tools, recognize potential limitations in AI outputs. This activity goes beyond traditional illustration or poster-making tasks by integrating critical thinking, creativity, and AI competency, showing how the use of Canva AI can meaningfully enhance both the learning process and the development of 21st-century skills in the language classroom.
Voicemod was selected as a tool to allow students to generate songs containing descriptions of their characters, using AI-assisted voice modulation. Traditionally, oral presentations in the classroom rely on students’ own voices and live performance, which can limit experimentation and engagement, especially for learners who feel self-conscious or lack confidence in speaking. By integrating Voicemod, the task is modified (SAMR: modification), as students can manipulate pitch, tone, and style, producing varied auditory outputs that still reflect their creative intentions. It also redefines the activity completely, as originally students had to ask themselves and answer about the characters' visual traits, while now they can produce in a matter of minutes a song with the description of their character for others to listen and guess. This tool also encourages students to engage in higher-order thinking according to Bloom’s Digital Taxonomy (2016): they compose an audio representation of their character, inspect whether the AI-generated voice conveys the intended personality traits or emotions, and verify which version communicates their ideas most effectively. Through this process, Voicemod enhances student engagement and promotes creativity, showing how AI can be used to expand the possibilities of traditional oral tasks in the language classroom.
Khanmigo was incorporated to facilitate the final reflective task, enabling students to co-create poems or summaries of the lesson/unit with AI assistance. The original task involved sharing orally one thing they have learned in the lesson. Using Khanmigo redefines the reflection process, as students collaborate with AI to generate, refine, and expand ideas, producing a poem that combines their own input with AI suggestions. This task engages students in Bloom’s Digital Taxonomy (2016) higher-order skills: they create content collaboratively, inspect AI-generated suggestions for coherence (analyse) and evaluate the final text to ensure it accurately represents their experiences and insights. Furthermore, the activity promotes digital literacy by requiring students to critically assess the output. Khanmigo enhances metacognitive reflection, creativity, and analytical thinking.
Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
Canva (n.d.) Canva: Visual Suite for Everyone. https://canva.com/ai
Khanmigo / Khan Academy. (n.d.). Khanmigo: Free, AI-powered teaching assistant for teachers. Retrieved on September 20th, 2025, from https://www.khanmigo.ai/teachers
Scheuer-Larsen, C., & Lauridsen, P. S. (2023, June 1). AI literacy: From SAMR to TPACK to CoACT. Viden.AI. https://viden.ai/en/ai-literacy-from-samr-to-tpack-to-coact/
Voicemod Inc. (n.d.). Voicemod: Free real time voice changer & soundboard. Retrieved on August 30th, 2025, from https://www.voicemod.net/