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References
Ann, R. (2019). Narcissus and Echo. Retrieved from YouTube: https://www.youtube.com/watch?v=35jVsyWFss4
Australian Curriculum Assessment and Reporting Authority. (2019). F-10 Curriculum English Year 8 Content Descriptors. Retrieved March 16, 2019, from Australian Curriculum Assessment and Reporting Authority: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11582&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit
Story Arts . (2000). The Tale of Echo - A Greek Myth. Retrieved from Story Library.

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Key Idea from the  Australian Curriculum's 'Literacy is Language in Use: Fluency and innovation in listening to, reading, viewing, and creating texts for different purposes and contexts.
Australian Curriculum Content Descriptor:

Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness
of students’ own texts (ACELY1810)

Activity 1

1. Teacher to organise students into groups of four and instruct them to individually pick a myth or fairy tale that has been discussed in class.
2. Students are to engage in a discussion with their group about the fairy tale/myth of their choosing and explain why they chose it to their peers. Students are to discuss the text, choices in text construction and how the myth would best be represented in storyboard form. While students discuss, Teacher assesses the competency of each student (active listening, active contribution/participation, use of language features for effect).
3.  Next, students are to identify one part of the myth or fairy tale that could be transformed into a parody and brainstorm ideas as a class.
4. Teacher discusses storyboard skills with the class and outline what is expected for the next activity.

Activity 2

1.      Students to transform a section of a fairy tale or myth into a a digital story board using the below website. Students could create a parody of the myth or just represent the myth itself in visual form.

https://www.storyboardthat.com/storyboard-creator

References
Australian Curriculum Assessment and Reporting Authority. (2019). F-10 Curriculum English Year 8 Content Descriptors. Retrieved March 16, 2019, from Australian Curriculum Assessment and Reporting Authority: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11582&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit
StoryboardThat. (2019). Create Your Own Story Board. Retrieved from https://www.storyboardthat.com/storyboard-creator.

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Key Idea from the  Australian Curriculum's 'Literacy is Language in Use': The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.
Australian Curriculum Content Descriptor:

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Investigate how visual and multi-modal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

In this learning experience students will learn to analyse and understand the moral foundations of myths and fairy tales.

Activity 1

1. Teacher will provide students with the short version of the story, "The Tale of Echo". Teacher will read the story to the class while the class follows. Students will then watch a cartoon video of the story on YouTube.

2. Teacher leads a class discussion about the morals presented in the story and how they have been represented.

3. Once students are familiar with the story, the teacher will show them five visual depictions of the text (see images below) by projecting the images on the white board.

4. Students to view the images and and make their own meaning.

5. The teacher will then discuss how still images work as a visual literacy and hand out an information sheet to the class (instructing them to paste in their books). The then teacher constructs one of the images according to the headings below.

6. Once the teacher has modeled how the image can be deconstructed, the class then deconstructs an image as a class.

7. Finally, instruct students to choose their own picture from the page and they are to answer the following questions:

How is colour used in the image and what is the effect?

How are texture and shapes used in the image?

How do lines operate in the picture and where do they draw the eye?

How does the position and size of objects affect how we make sense of the image

Activity 2
To finish this learning experience, students then are then to consider all of the images and write a sentence where they answer:

Which image represents the Tale of Echo the most effectively? Justify your response.

https://youtu.be/35jVsyWFss4

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With the goal of enhancing teaching and transforming learninghe following ICTs will be used in each of the following learning experiences/activities.
Learning experience 1: Interactive white board, PowerPoint, laptops.
Learning experience 2: Interactive white board, PowerPoint, laptops, YouTube video.
Learning experience 3: Interactive white board, PowerPoint, laptops, Shrek film.
Learning experience 4: Interactive white board, PowerPoint, laptops, Story Board program.

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Key Idea from the  Australian Curriculum's 'Literacy is Language in Use:  An interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex idea to create effective and innovative texts.
Australian Curriculum Content Descriptor:

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)

Activity 1

1. Discuss students’ prior knowledge of parody. Brainstorm and ask students to consider where they might have heard or seen an example. (music e.g. Weird Al Yankovic, television e.g. The Simpsons, movies e.g. Scary Movie)

2. Teacher to present a PowerPoint presentation on parody and students are to copy down notes and definitions. PowerPoint to explain why parody is a form of humour and discuss intertextuality (def: the associations or connections between one text and other texts. Intertextual references can be more or less explicit and self-conscious. They can take the form of direct quotation, parody, allusion or structural borrowing). PowerPoint will also include visual examples of parody.

3. Students copy down the following table in their book. Using some visual examples from the PowerPoint, the class is to work through table together. This table will then be used as a reference point for the viewing of Shrek in the next activity.

Activity 2
Film Analysis - Play the film Shrek and have students add to their tables whenever they see an example of a parody within the film. Teacher to pause the movie and help students to identify elements of parody/intertextuality that have been used.

References
Adamson, A., & Vicky, J. (Directors). (2001). Shrek [Motion Picture].
Australian Curriculum Assessment and Reporting Authority. (2019). F-10 Curriculum English Year 8 Content Descriptors. Retrieved March 16, 2019, from Australian Curriculum Assessment and Reporting Authority: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11582&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit

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The following learning experiences and activities will be for a year 8 English class for a unit of work entitled Myths and Legends. During the unit, students will look at texts from a variety of different types of genres within this unit including myths, legends and fairy tales.

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Key Idea from the  Australian Curriculum's 'Literacy is Language in Use:  An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in an out of school.
Australian Curriculum Content Descriptor/s:

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY 1734)

Activity 1.       Word Clines - Students will be arranged into mixed ability groups and each group will be given a set of cards with synonyms copied on them (see list below). Students then discuss and arrange the words according to the stated criteria. The following list of synonyms could be used and students would need to arrange the words from informal to formal.

Group 1. Gigantic: astronomic, colossal, considerable, enormous, mammoth, massive, mega, monster, monumental, huge, sizeable, tremendous, vast, whopping, hulking, immense, substantial, big Criteria: formal/informal.

Group 2. Odd: peculiar, strange, unusual, weird, bizarre, atypical, abnormal, different, nonstandard, psycho, aberrant, curious, eccentric, irregular, queer, screwy, unorthodox, untypical. Criteria: intensity-least to most.

Group 3. Portrayed: delineated, depicted, drawn, etched, illustrated, marked out, outlined, painted, pictured, represented, sketched, traced, visualised, embossed, exemplified, shown, illuminated, symbolised. Criteria: formal/informal.

Group 4. Investigate: consider, examine, explore, inspect, interrogate, probe, question, review, scrutinize, study, inquire, pry, research, check out, look into, nose around, give the once over, sift. Criteria: intensity -least/most.

Group 5. Charming: alluring, appealing, charismatic, engaging, engrossing, likable, lovely, delightful, cute, lovable, bewitching, entrancing, infatuating, magnetizing, irresistible, nice, ravishing. Criteria, intensity -least/most.

Group 6. Distress: anguish, anxiety, concern, dejection, desolation, disappointment, grief, irritation, misery, mortification, sadness, sorrow, suffering, torment, torture, vexation, woe. Criteria: Intensity- least/most.

Activity 2.       Reciprocal Reading –  Students will be arranged into groups of four and each student will be given a reciprocal reading role card. Teacher will display the first section of the text using a PowerPoint (PPT) presentation. They will read the section of 'Maud and the Dragon' and  follow a reciprocal reading process. To support lower level readers, teachers (not students) must read the text while students follow along. The teacher will pause reading at the end of the section (four sections in total) and students will discuss the text and answer questions according to their assigned role cards (see picture of cards below). The four roles on the cards are the Leader, the Questioner, the Summariser and the Predictor. Students continue this process for all four sections of the text and swap role cards within their group after each section is completed.

PowerPoint presentation examples for presenting each section of the story.

References
Australian Curriculum Assessment and Reporting Authority. (2019). F-10 Curriculum English Year 8 Content Descriptors. Retrieved March 16, 2019, from Australian Curriculum Assessment and Reporting Authority: https://www.australiancurriculum.edu.au/f-10-curriculum/english/
year=11582&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabilit
E2BN. (2006). Maud and the Dragon. Retrieved from Myths and Legends : http://myths.e2bn.org/mythsandlegends/textonly1353-maud-and-the-dragon.html

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This online resource is titled 'Literacy as Language in Use'  and is a multi-modal presentation for the professional development of starting teachers. This resource will  identify four examples of learning experiences for a Year 8 English class which align with four key ideas and content descriptors from the Australian Curriculum. Each learning experience will include links to resources and also implement innovative and creative use of ICTs.

Using this resource:  Scroll down this page to view all content. Double click on any of the content to enlarge. For more information and help, click the below link to watch an instructional video. https://www.youtube.com/watch?v=TqRVg2ZMaDM

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The key ideas from the Australian Curriculum that will be aligned to learning experiences for year 8 English are as follows;

1. An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts    encountered in an out of school.

2. Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

3. The skill and disposition, needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

4. An interest in expanding the range of materials listened to, viewed and read, and experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts.

Australian Curriculum Assessment and Reporting Authority. (2019). F-10 Curriculum English Key Ideas. Retrieved March 16, 2019, from Australian Curriculum Assessment and Reporting Authority: https://www.australiancurriculum.edu.au/f-10-curriculum/english/key-ideas/