If I were to choose my favourite LIVE class activity from the blog so far, this would definitely be my pick. A ‘create your own adventure’ story is an interactive narrative where the reader makes decisions at key points, influencing the direction and outcome of the story. After each choice, the reader is directed to a new part of the story based on their decision, leading to more choices to be made.
The idea here is to provide a context for Gen.AI –I will be using Claude this time- to make a ‘Create your own adventure’ for us that follows that formula. We can run this live in class by reading the story on the whiteboard, IWB, or digital panel at the front.
After we write the initial prompt, we are presented with the opening of the story and two choices for the direction it can take. Students will stand up and decide whether they choose ‘a’ or ‘b’. If they choose ‘a’, they raise their hand and stand in place; if they choose b’, they just stand in place. Then, each student pairs off with at least one person who made a different choice. For example, in a classroom of 23 students, 16 raised their hands for ‘a’, and 7 stood in place for ‘b’. The resulting groups might consist of 7 groups: two with 3 students who chose ‘a’ and one who chose ‘b’, and five with two students who chose ‘a’ and one who chose ‘b’. Groups find their own spots in the classroom, where they form a circle and explain why they made their choice (whether because it seemed more fun, or because it seemed a more logical continuation of the story, or because it would spare the main character from ensuing trouble…). Then, in plenary mode, we count the hands and type the most popular choice (‘a’ or ‘b’) into the computer for Claude to continue the story. At this stage the students can change their minds if they wish.
We could ask Claude to start a story from scratch or choose a book or a movie that the students are familiar with or that they have read or seen in their English class. In my experience, the latter works much better. I created this magic prompt for a sequel to the movie School of Rock, starring Jack Black.
Prompt: Based on the famous movie School of Rock, I want you to imagine a sequel set in the year 2025. You will turn it into a ‘Create your own adventure’ story for a class of intermediate learners of English. Make sure to adapt the language to their language level so that they can easily understand what they read. Start by providing the initial setting and then offer two choices: ‘a’ and ‘b’. I will make a choice by typing either ‘a’ or ‘b’. Based on my choice, you will continue the story and present two new choices: ‘a’ and ‘b’ again. I will then choose again. Repeat this process seven times until we reach the end of the story. The ending will be either happy or sad.
I’ll create a “School of Rock” sequel set in 2025, adapted for intermediate English learners. I’ll use simpler language and create an engaging choose-your-own-adventure story.
Title: School of Rock: The Digital Band
It’s 2025, and Dewey Finn is now a music teacher at a middle school. He’s excited because the school just got a big grant to buy new technology for music classes. One day, he discovers that the school wants to replace the music program with a coding class. Dewey is shocked! He believes music is still the most important way for kids to express themselves.
You are a student in Dewey’s class. What do you do?
a) Help Dewey make a plan to save the music program
b) Suggest that music and coding could work together
Please choose “a” or “b”!
a
Dewey’s eyes light up when you offer to help. Together, you create a bold plan to show the school administrators how music can be just as innovative as coding. You decide to organize a special technology-themed rock concert that will demonstrate how music and digital skills can work together.
What’s your next move?
a) Create a digital music video using coding skills to impress the administrators
b) Recruit other students to form a high-tech band that mixes traditional instruments with digital technology
Please choose “a” or “b”!
b
You and Dewey quickly assemble a diverse group of students who are passionate about music and technology. They bring together electric guitars, synthesizers, laptops, and even some programmable music robots. The band practices after school, learning how to blend traditional rock sounds with cutting-edge digital effects.
What challenge do you want to tackle next?
a) Enter a local tech and music innovation competition to showcase your unique band
b) Prepare a surprise performance for the school board meeting to convince them about the value of music education
Please choose “a” or “b”!
a
Your band enters the local tech and music innovation competition. The judges are impressed by your unique blend of traditional rock instruments and digital technology. As you perform, the audience is amazed by how you’ve created music that bridges the gap between classic rock and modern digital innovation.
What happens next?
a) Your band wins first place and catches the attention of a local tech company
b) A famous YouTuber in the audience decides to film your performance and share it online
Please choose “a” or “b”!
b
A famous tech YouTuber named Alex TechRock, who has over 2 million subscribers, happens to be in the audience. She films your entire performance and posts it on her channel with the title “The Most Innovative School Band You’ve Never Heard Of!” Within 24 hours, the video goes viral, gaining millions of views and sparking conversations about music education and technology.
What happens next?
a) The school board contacts Dewey about featuring your band at a special event
b) A major music technology company offers to sponsor your band
Please choose “a” or “b”!
b
A major music technology company called InnoTech Music sees your viral video and becomes excited about your innovative approach. They offer to sponsor your band, providing you with state-of-the-art equipment, professional recording time, and mentorship from top music technologists.
What do you choose?
a) Accept the sponsorship and use the opportunity to prove the importance of music education
b) Hesitate and discuss the offer carefully with Dewey and your bandmates
Please choose “a” or “b”!
a
The sponsorship from InnoTech Music transforms your band’s future. You use this opportunity to create an educational program that shows how music and technology can inspire students. Your band records a documentary-style video series explaining how coding, digital skills, and music can work together.
What’s the final outcome?
a) Your program gets adopted by schools across the country
b) You create a groundbreaking music technology curriculum that changes education forever
Please choose “a” or “b” for the final chapter!
b
In a groundbreaking moment, your band creates a comprehensive music technology curriculum that revolutionizes education. The program, called “SoundCode,” integrates musical creativity with digital skills, showing how technology and art can work together. Schools nationwide begin adopting your curriculum, inspiring a new generation of students to see music and technology as interconnected fields.
Final Outcome: A Happy Ending!
Your innovative approach saves the music program, provides new opportunities for students, and proves that creativity and technology can coexist beautifully. Dewey Finn stands proudly beside you, knowing that the spirit of rock education has evolved for the digital age.
The End.
Would you like to hear more about how the story developed through your choices?
This is a highly engaging reading activity that really gets students on task. Then, there is the speaking component where the students interact with different peers each time, first in small groups, then in plenary mode. The unpredictability of the path the story can take -determined by both the students’ choices and then Gen.AI generated texts as a result- is a key motivating factor. The thrill of it is that we can do this live in the classroom with no prior material preparation.
We could even have a ‘Create your own adventure’ with smaller texts, such as reading passages from the coursebook. All we have to do is copy and paste it into Gemini –or any Gen.AI of our choice- and type or copy and paste the prompt.
Additionally, we could design a ‘Create your own adventure’ task that incorporates language chunks that students have recently learned in class. For example, if the topic has been money, our students could brainstorm ideas for the beginning of a ‘money-related’ story. Once the class has chosen their favourite idea, we can type it into a Gen.AI tool along with a list of words and expressions that have cropped up in class that we would like to review. Here’s a possible prompt:
Write a ´Create your own adventure’ story for a class of upper-intermediate learners of English. The title of the story is “The Singing Beggar”. Make sure to adapt the language to their language level so that they can easily understand it. The main character in the story is a talented street performer who sings for coins in a crowded subway, barely making enough to eat. One day, a renowned music producer passes by and is captivated by the raw talent. Start by providing the initial setting and then offer two choices: ‘a’ and ‘b’. I will make a choice by typing either ‘a’ or ‘b’. Based on my choice, you will continue the story and present two new choices: ‘a’ and ‘b’ again. I will then choose again. Repeat this process seven times until we reach the end of the story. The ending will be either happy or sad. Include at least 6 of the following language items in your story in any grammatical form: to make ends meet, can’t afford, to run out of money, to save up money, to be broke, to be filthy rich, to get into debt, to get out of debt, to pay back a debt, from rags to riches, to owe money.
Huge payoffs guaranteed!
AI in ELT 