Flax flyers

Flax flyers

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about knowing the difference between factual and persuasive language.

flax-flyers-Olsen.png

Read the article  'Flax flyers'.

This article uses two types of language:

  • The factual language of giving instructions
  • The persuasive language that is often used in advertising.

a) Read the following sentences taken from the article. Next to each sentences write a P if persuasive language is used or an F if factual language is used. The first one has been done for you.

i) Flax flyers are fun! P
ii) Anyone can do it!  
iii) Race them! Chase them!  
iv) Get your flax flyer NOW at your local flax bush.  
v) Make a split in the flax here.  
vi) The split should be about 10 centimetres long.  
vii) This makes the string.  
Task administration: 
This task can be completed with pen and paper.
 
Equipment:
Flax flyers, written by Keith Olsen and illustrated by Christine Tate, from pages 26 & 27 of School Journal Part 1, No 4, 1997.
 
Copyright: 
Flax Flyers - Text was first published by Learning Media Limited in School Journal, on behalf of the Minstry of Education © Keith Olsen.
Illustrated by Christine Tate. Copyright © Crown 1997.
Level:
3
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking, Using language, symbols, and texts
Keywords: 
persuasion, School Journal, language features, SJ-1-4-1997
Description of task: 
After reading the article, 'Flax Flyers', students classify statements from the article as persuasive or factual. SJ-1-4-1997. Text provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • identify the author's purpose

as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Making sense of text: reading critically, set 3
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 
Y7 (03/2002)
a)
i)
ii)
iii)
iv)
v)
vi)
vii)
P [given]
P
P
P
F
F
F
easy
easy
moderate
easy
very easy
easy
Diagnostic and formative information: 

Factual statements were more often correctly identified than persuasive statements.