Happy birthday consumer

Happy birthday consumer

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about identifying how vocabulary, tone, and repetition are used to convey a message.
Read Happy Birthday by Alan Bagnall (School Journal part 4, no. 2, 1999) and complete the following tasks.

Question 1Change answer

a)
This text gives reasons why eleven- and twelve-year-olds are the target group for advertising companies like "Manipulative Marketing Inc."
Write down two of these reasons.
1.
2.

Question 1Change answer

b)  Name two types of purchasing mentioned in the text.
1.
2.

Question 1Change answer

c)  Give the meaning of the following words as used in the text.
Vulnerable 
Manipulate
Receptive

Question 1Change answer

d)  In this text some words and phrases are repeated for effect.
 
i)  Write down an example of this repetition.
ii)  What is the effect of the repetition?    

Question 1Change answer

e)  What is the tone of this text?
Task administration: 
This task can be completed with pencil and paper or online (without auto-marking).
Copyright: 
Happy Birthday! - Text and images were first published by Learning Media Limited for the Ministry of Education. Copyright © Alan Bagnall, 1999. Illustrations Copyright © Crown, 1999. Reproduced with permission. 
 
Source: Pages 20 - 21, School Journal, Part 4, No. 2, Learning Media, 1999. Written by Alan Bagnall with illustrations by Daron Parton.
Level:
5
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
comprehension, language features, tone, vocabulary, inference, purpose, SJ-4-2-1999
Description of task: 
Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • recognise language features
  • infer ideas and information that are not directly stated in the text
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: vocabulary knowledge, sets 7-9
Reading for literary experience, sets 6-8
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

Y10 (08/2000)

a)

  

Any 2 of:

  • receptive
  • vulnerable
  • profitable
  • fashion-conscious teenager
  • life time of spending to come

easy

b)

  
  • food (brands)
  • fashion/clothes

easy

c)

i)

ii)
iii)

Vulnerable – to be exposed to
harm/impressionable.
Manipulate – to use a person unfairly.
Receptive – able to get ideas/impressions.

easy

easy
difficult

d)

i)

 

 

 

ii)

Any 1 of:

  • "It's you"
  • "you"
  • "the most"
  • "Happy Birthday"
  • "Congratulations"

Any 1 of:

  • Reinforce the point.
  • Making sure the point is not missed.
  • Directs our attention to the idea.

very easy

 

 

 

moderate

e)

  

Any 1 of:

  • cynical
  • critical
  • negative
  • sarcastic
  • condescending

difficult