Spanish Students Create Paper Slide Videos

I had the pleasure of working with Spanish teacher Angelica Musil and her students on a project to make writing come to life by creating paper slide videos. What is a paper slide video? It’s a video created in one take by putting the iPad on top of a wire shoe rack which creates a stage below the camera. Students slide paper puppets and creations under the camera and narrate as they move the papers to create the super slide video.  

Goals of the project:

  1. Write a paragraph in Spanish.
  2. Speak in the target language, Spanish.
  3. Create a video illustrating the paragraph and share it with the class.

Here is how the lesson developed.

Day 1: Students created a word web and from the word web wrote five simple sentences.

Day 2: With partners, they put a story in order and then wrote a second draft of their sentences adding transitional words.


Day 3:  Students worked in groups and were given a short sentence to elongate by adding details. Students revised their paragraphs by adding two details to each sentence.  

Day 4: Students wrote the final draft based on teacher critique and feedback. The script was handed in and graded by Mrs. Musil.

Day 5: Students animated their paragraphs by creating paper slide videos.

First period students created paper puppets to animate their script. Musil had pictures already printed out for students to cut apart and tape on straws to make paper puppets. They handed in the puppets for students to reuse in future class periods.  


Then, students practiced their script with the puppets. As they practiced, they added their paper puppets at the appropriate times to illustrate their sentences.

Next, using the camera app and a stand, they recorded the video as they slid the puppets under the camera. These are one take videos, so the recording time was less than a minute.


Once the video was created, students shared them in the Seesaw app where they were available immediately for the class to view.


When students finished recording and the video was uploaded to Seesaw, they deleted the video from the camera app.

Things we learned:

  • Have class in the library the entire hour. We started first period in the classroom to explain the project and then went to the library. We lost valuable class time in the transition. All subsequent classes met us in the library.
  • Put the Seesaw and camera apps on the iPad dock. This made it simple for students to find the apps needed for the project.
  • Only one iPad per station is needed. We gave an iPad to each student first hour, but found it easiest to use five iPads, one for each station.
  • Although each student recorded an individual project, many chose to work as a team moving the puppets or sliding papers for one another.
  • In the camera app, double tap for the wide screen and touch and hold to lock the zoom to prevent the camera from refocusing as each puppet is moved.
  • We started in the main area of the library, but moved the recording stations into a classroom off the library to minimize the background noise.  Students spoke louder, clearer, and with more confidence in the smaller room.
  • Make sure iPads are logged out of Seesaw at the end of the period.
  • Technology was transparent and did not get in the way of the learning goals. The camera app was simple to use and Seesaw made it simple to share the videos to the entire class.

Written by Ann Feldmann (@annfeldmann1)

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