This paper explores the pedagogical potential of intersemiotic translation in web design education, focusing on the adaptation of illustrated albums into interactive, online narratives. An empirical case study was conducted with 71 undergraduate students enrolled in a Web Design course at a public higher education institution in Portugal. Over six weeks, students developed 22 websites, reinterpreting the illustrated album Ciclone by transposing its static editorial content into digital interactive formats. The study aimed to investigate how students approached narrative construction through interaction design strategies, such as scroll-triggered storytelling, hover-based content reveals, and typographic or visual abstraction techniques. A Consensual Assessment Technique (CAT) was applied to evaluate the projects based on creativity, originality, technical implementation, and narrative effectiveness. Findings indicate that while only a minority of groups fully leveraged the interactive affordances of the web, the project fostered critical reflection on narrative structure, user engagement, and the role of interaction patterns in digital storytelling. Results highlight the need for pedagogical approaches that foreground interaction design as a narrative medium, particularly as no-code and AI-assisted tools increasingly enable visual-first prototyping without deep coding knowledge. This study contributes a practical framework for teaching web-based narrative design through intersemiotic translation, offering insights for educators, designers, and researchers interested in the evolving role of storytelling in digital interaction design.