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I can explore the possible connections and purpose of a non-fiction text.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

‘Crazy About Cats’ encourages various connections: text-to-self, text-to-text, and text-to-world.
Through real-world connections, non-fiction texts can inspire positive actions and change in readers.
Readers can summarise main ideas of non-fiction texts by returning to the contents page to reflect on their reading.
Owen Davey uses a range of formal and informal language to engage the reader.
Readers can focus on a number of features of the text to consider its purpose.

Common misconception

Pupils might consider the sole purpose of a non-fiction text is to inform.

Explore a range of reasons as to why the text might have been written. If possible, provide other non-fiction texts to allow comparison.

Keywords

Connection - How a text relates to a reader, another text or the wider world can be called a connection.
Summarise - To summarise means to pull out the key information and ideas from the text.
Purpose - The purpose of a text refers to the reason it was written and the desired impact.

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Hi there, my name is Mr. Charlesworth and in today's reading lesson, we're using the text, \"Crazy About Cats\".

I'm really looking forward to exploring this nonfiction text with you.

Let's get started.

The lesson outcome for today is I can explore the possible connections and purpose of a nonfiction text.

The keywords are, my turn, your turn, connection.

Summarise.

Purpose.

Let's try those once more.

Connection.

Summarise.

And purpose.

Well done.

How a text relates to a reader, another text or the wider world can be called a connection.

To summarise means to pull out the key information and ideas from a text.

The purpose of the text refers to the reason it was written and the desired impact.

Don't worry if you're unsure about any of the keywords, we'll be exploring them throughout the lesson.

Today's lesson is all about considering the impact of \"Crazy About Cats\".

That can be the impact it has on us ourselves as readers or the wider world too.

We're going to first begin by looking at how the text makes connections before then looking at exploring the purpose, the reason it was written.

Let's begin by looking at making connections with the text.

Here's a quick recap about what we've learned so far.

Owen Davey, the author, describes cat species in broad detail and then focuses on specific species.

There are many similarities and differences between cats' characteristics and behaviour.

Some illustrations in \"Crazy About Cats\" provide the reader with a sense of scale, making connections to the wider world.

And finally, cats care for their young in many ways, teaching them how to survive.

We're now going to explore connections in more detail.

\"Crazy About Cats\" encourages readers to make connections in many ways.

Readers can connect the text to themselves by reflecting and relating on what they read to their own experiences.

Readers can also connect texts to other texts by noticing links and patterns between texts and comparing them.

Finally, readers can connect texts to the wider world by linking what they've read to real world situations or events.

I wonder what connections you have had to the text \"Crazy About Cats\" so far.

Here's our first check for understanding.

Can you match the connections that can be made from a text? On the left-hand side, you've got text to self, text to text and text to world.

Match the connections.

Pause the video now whilst you do so.

Well done.

Let's see if you're correct.

Text to self is the personal connections related to a reader's own experience.

Text to text is making comparisons and connections between different texts and text to world is relating the text to real situations or events.

Well done if you got them all correct.

Towards the end of the text, Owen Davey encourages readers to make connections to many cultures' stories of cats in their folklore, mythology and religions.

I'd like you to read pages 32 and 33.

These are titled, \"Cat Mythology\".

Have a read with your partner and pause the video whilst you do so.

Great reading.

I'd now like you to discuss the following question, which connection most surprised you and why? Perhaps have a reread of some of the key areas on the pages.

Were some of these connections known to you already or did they pique your interest? Pause the video now whilst you discuss.

Great work.

Let's have a look at an example.

I've really enjoyed finding out about the beckoning cat, Maneki-Neko.

Let's say that together, my turn, your turn.

Maneki-Neko.

Well done.

I noticed the cat before, but I didn't know its origins, which often link to good luck, happiness and wealth.

I wonder which connection surprised you the most.

We can also make connections from the text to modern day popular culture too.

You might make cat connections to contemporary texts, such as \"They All Saw a Cat\", a really intriguing and engaging picture book.

You could also make links to the internet, for example, through Grumpy Cat and many other memes.

You might make links to video games, for example, different types of \"Pokemon\" and also through the video game \"Stray\".

You might make links to television and film, for example, \"Garfield\", and finally, you might make links to \"Hello Kitty\", which has a huge global fan base.

These are just some of the connections that I thought of.

I wonder, can you make any other connections? Pause the video now whilst you discuss with your partner.

Great work.

I wonder what form your connections were in.

Here's our next check for understanding.

It's based on what we've just read.

True or false? Cats have represented the same meaning throughout much of human history.

Is that true or false? Perhaps refer back to the text if you need to.

Pause the video now whilst you decide.

Well done, it's false.

Now I'd like you to justify your answer.

Is it because A, cats have been represented as something to be both feared and respected? They have symbolised witchcraft as well as happiness.

Or B, ancient Egyptians revered cats.

A number of their gods had half cat characteristics.

Have a think back to the original statement.

Which justification best fits? Pause video now whilst you decide.

Well done, were you correct? It's A, cats have been represented as something to be both feared and respected.

They have symbolised a range of different meanings.

It's true that ancient Egyptians revered them and many deities had cat-like characteristics, however, this doesn't link to the original statement, which is saying that cats have represented the same meaning.

In the final double page spread, Owen Davey he makes a strong case for readers to connect their reading to the wider world.

He explains that many species of cat have become endangered.

This means they either have the threat of or are very close to extinction.

I'd like you to read pages 34 and 35, which is titled, \"Feline Fine\".

Well spotted, it's another play on words.

Read the text with your partner.

Pause the video now whilst you do so.

Well done.

I'd now like you to discuss the following question.

Can you name one problem facing cats and what readers can do to help? You can of course refer to the text whilst you're discussing.

Pause the video now whilst you talk through your answer.

Well done.

Let's have a look at a possible example together.

You might have said that cats' habitats are diminishing as humans continue to build homes.

We can help protect cats' habitats by looking for the FSC label and Rainforest Alliance Certified Seal when purchasing products.

An image of these is located on the page on the bottom right-hand side.

Through real world connections, nonfiction texts can inspire positive actions and empower readers to become informed and proactive contributors to a better world.

Texts can achieve this through informing and educating, using persuasive techniques, encouraging a call to action.

A call to action seeks to inspire readers to make a positive change, either in their local community or wider world.

Nonfiction texts can also inspire and empower readers by highlighting solutions, not just focusing on the issues.

They appeal to readers' values and beliefs.

And finally, nonfiction texts can emphasise the global impact, not just focusing on one particular region, but the entire world.

Here's our next check for understanding.

In what ways can nonfiction texts make us consider humans' impact on the wider world? Is it through A, explaining potential solutions and emphasising the role individuals can play in implementing positive change, B, using persuasive language and evidence to encourage readers to adopt a particular viewpoint, C, focusing solely on issues without providing any solutions or ways we can help or D, providing facts, data and insights to increase awareness about issues? There may be more than one.

Pause the video now whilst you decide.

Great work, did you find all three? It was A, B, and D.

Nonfiction texts should explain potential solutions and emphasise the role individuals can play.

They can use persuasive language and evidence to encourage readers to do this and they should provide facts and data to ensure that awareness is raised around these issues.

Nonfiction texts don't tend to focus solely on issues, especially if they're aimed at younger readers.

They want to offer some solutions and ways to help.

In our first task, I'd like you to think about ways that you have connected with the text, \"Crazy About Cats\".

You can of course refer to the text in your discussion with your partner.

Connections can be text to self, that's reflecting and relating what you've read to your own experiences.

Connections can be text to text.

You might notice links and patterns between texts that you've read and compare and contrast them or connections can be text to wider world, linking what you've read to real world situations or events.

You might like to use the sentence stems, I connected with \"Crazy About Cats\" through or I connected with \"Crazy About Cats\" by.

Discuss with your partner and pause the video whilst you complete the task.

Let's have a look at two possible examples.

Jacob says, \"I connected with \"Crazy About Cats\" through a text to self connection.

By reading the text, I learnt more about how my own cat behaves and how different cats have adapted to the environments in which they live.\" And Sophia has said, \"I connected with \"Crazy About Cats\" by making connections to the wider world.

I learnt about ways we can protect endangered species and their habitats.\" I wonder which connections you talked about.

Was it a text to self, text to text or text to world connection? We're now going to look at exploring the purpose of the text.

We can do this by summarising what we've learned.

We've learned so much from reading \"Crazy About Cats\" and finding out about a range of different species.

When we reflect on the text as a whole, we can think about its purpose, that is why it might have been created and the potential impact that the author wanted it to have.

One way of doing this is by thinking about the main ideas and key messages which are conveyed in the text.

To analyse these, we can use our summarising skills.

To summarise means to pull out key information and ideas from the text.

We can summarise the main ideas and key messages by returning to the contents page and reflecting on our reading.

I'd like you now to return to pages four and five and to reread them with your partner.

Pause the video now whilst you do so.

Well done.

I'd now like you to reflect on the following question.

What have you learned from reading \"Crazy About Cats\"? Perhaps there's lots of things.

Maybe focus in on one of the most important or salient points.

Share with your partner now.

Pause the video whilst you do so.

Fantastic work.

I wonder if you drew out some of this key information.

You might have said that there are between 37 and 41 different species of cat, each with their own characteristics and adaptations.

You might have said that cats thrive in diverse habitats, employing fascinating methods for survival.

You might have discussed how cats have inspired many stories and had an effect on culture, or you might have said that some cats have become rare or endangered.

There are some solutions to help support them, but work needs to continue.

These are just some of the main ideas and key messages provided in the text.

We're now going to explore the purpose in a little more detail.

There are many ways that we can explore the purpose of the text.

One of these is by considering who the intended audience is.

We can ask the question, how does the author write to engage their audience? Who's it aimed at? You can focus on the author's use of language.

Is it informative, persuasive or entertaining? Does the author use a formal or informal tone? And we can of course ask questions about the text.

How has the author presented the information and what impact might they want the text to have on a reader? Readers can also compare and contrast the text with other nonfiction texts on a similar topic.

This can help identify the different potential purposes for each text.

Here's our next check for understanding.

In which of the following ways can readers explore the purpose of a nonfiction text? Is it through A, only reading small extracts of the text, B, focusing on the language choices made by the author or C, asking questions about a text and engaging with its content? There may be more than one.

Pause the video now whilst you decide.

Well done.

It's B and C.

Readers can explore the purpose of the nonfiction text by focusing on the language choices made by the author and asking questions about the text, engaging with its content.

Although nonfiction texts allow readers to dip in and read small extracts, you don't build up the whole picture about the purpose of the text by only reading smaller extracts.

In our final task, I'd like you to consider the purpose of \"Crazy About Cats\".

What is the text's main message? I'd like you to write a response to the following questions.

Why do you think Owen Davey wrote \"Crazy About Cats\" and what did you learn from reading the text? You can use the sentence stems. I think Owen Davy wrote \"Crazy About Cats\" to and by reading \"Crazy About Cats\", I learned that.

Aim to write a couple of sentences for each question.

Pause the video now whilst you complete the task.

Well done.

Let's have a look at two possible examples.

You might have said, \"I think Owen Davey wrote \"Crazy About Cats\" to inform readers about creatures that he found fascinating.

He's written several other books about animals, exploring their characteristics and helping readers to understand how to protect them and their habitats.\" In response to the second question, you might have said by reading \"Crazy About Cats\", I've learned that cats have many specific and unique characteristics to help them survive in the wild.

I loved finding out about how they camouflage themselves in their habitats using their markings and environment.\" I wonder what you thought was the purpose of the text.

I wonder if it was similar or different to the examples here.

If you've got time, perhaps share them with your partner.

Pause the video now whilst you do so.

In this lesson, we've been considering the impact of \"Crazy About Cats\".

We've learned that \"Crazy About Cats\" encourages readers to make connections to the text in many ways.

Connections can be text to self, text or text or text to world.

Through real world connections, nonfiction texts can inspire positive actions and empower readers to become informed and proactive global citizens.

Readers can summarise the main ideas and key messages of non-fiction texts by returning to the contents page and reflecting on reading.

Finally, readers can focus on a number of features of the text to consider its purpose.

I really enjoyed exploring this text \"Crazy About Cats\" with you.

Perhaps you'd like to discover more of the series that Owen Davey has created.

I'm really looking forward to working with you again soon.

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Non-fiction texts follow the same structure." }, "questionType": "True or false", "correct": [ { "text": "False" } ], "choices": [ { "text": "True" }, { "text": "False" } ], "id": "86df7c4f-1a52-ddbe-ff52-0e79a908e553", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "Match the features of a non-fiction text to its intended purpose." }, "questionType": "Matching", "pairs": [ { "left": { "text": "title of the text" }, "right": { "text": "provides readers with a clear idea of the subject matter" } }, { "left": { "text": "headings and subheadings" }, "right": { "text": "help the reader locate specific information" } }, { "left": { "text": "captions" }, "right": { "text": "provide additional information about images" } }, { "left": { "text": "contents page" }, "right": { "text": "outlines the structure and organisation of the text" } }, { "left": { "text": "bullet points" }, "right": { "text": "breaks down information into digestible chunks" } } ], "id": "501450a1-af5c-de06-0810-ff5e8e78f8bd", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" } ], "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": "Year 5", "topic": null, "unit": "'Crazy about Cats': reading", "lessonCount": "5", "age": [ 9, 10 ], "gradeId": "age_9_10", "gradeStage": "Key Stage 2", "lesson": "Considering the impact of 'Crazy about Cats'" } }, { "id": "818ac0a7-b545-9950-2ef3-130bcd531f2c", "type": "Resource", "resourceType": "Quiz", "title": "Considering the impact of 'Crazy about Cats'", "quizType": "Exit quiz", "items": [ { "type": "Question", "question": { "text": "Match the keyword to the correct definition." }, "questionType": "Matching", "pairs": [ { "left": { "text": "purpose" }, "right": { "text": "the reason a text was written and the desired impact" } }, { "left": { "text": "connection" }, "right": { "text": "how a text relates to a reader, another text or the world" } }, { "left": { "text": "summarise" }, "right": { "text": "to identify the key information and ideas from the text" } } ], "id": "8bf089f5-1f48-95c2-8a6f-39398078991b", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "What are the subheadings used to break up the information on page 32 of the text?", "image": "https://www.thenational.academy/_next/image?url=https%3A%2F%2Foaknationalacademy-res.cloudinary.com%2Fimage%2Fupload%2Fv1700833307%2Fswhutgaijjzk1hsneryv.png&w=640&q=75", "imageKey": "818ac0a7-b545-9950-2ef3-130bcd531f2c/question/c88cb4d16b9e9bbfa854293f6967234f.png" }, "questionType": "Multiple choice", "correct": [ { "text": "Mau" }, { "text": "Maneki-Neko" }, { "text": "Witchcraft" } ], "choices": [ { "text": "Mau" }, { "text": "Maneki-Neko" }, { "text": "Cat Mythology" }, { "text": "Witchcraft" }, { "text": "Ancient Egypt" } ], "id": "bfd3a6ea-6c7f-0338-7450-063ef1099103", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "Match the connections that can be made from a text." }, "questionType": "Matching", "pairs": [ { "left": { "text": "text-to-self" }, "right": { "text": "personal connections related to a reader's own experiences" } }, { "left": { "text": "text-to-text" }, "right": { "text": "comparisons and connections between different texts" } }, { "left": { "text": "text-to-world" }, "right": { "text": "relating the texts to real situations or events" } } ], "id": "8b204ee4-4a4b-a614-9d6e-b7b5cc9d5ee5", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "True or False? Cats have been feared throughout human history." }, "questionType": "True or false", "correct": [ { "text": "False" } ], "choices": [ { "text": "True" }, { "text": "False" } ], "id": "8d35eda1-1e7f-40b8-7976-73f69e192843", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "How can non-fiction texts inspire positive actions and empower readers?" }, "questionType": "Multiple choice", "correct": [ { "text": "by appealing to readers’ values and beliefs" }, { "text": "by informing and educating, through carefully chosen text" }, { "text": "by using persuasive language" } ], "choices": [ { "text": "by appealing to readers’ values and beliefs" }, { "text": "by focusing on problems and not providing any solutions" }, { "text": "by informing and educating, through carefully chosen text" }, { "text": "by using persuasive language" } ], "id": "d0e3066f-6042-6d7b-b965-f4f1366af7c9", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" }, { "type": "Question", "question": { "text": "Which of the following are key points conveyed from reading the text?" }, "questionType": "Multiple choice", "correct": [ { "text": "Cats thrive in diverse habitats, employing fascinating methods for survival." }, { "text": "Cats have inspired many stories and had an effect on culture." } ], "choices": [ { "text": "Ecotourism damages cat's habitats." }, { "text": "Cats thrive in diverse habitats, employing fascinating methods for survival." }, { "text": "Cats have inspired many stories and had an effect on culture." }, { "text": "Some wild cats have become rare or endangered. There are no solutions to help." } ], "id": "d7513abf-ff24-6a8f-28ed-7fe9c3ed0586", "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a" } ], "lessonId": "18daa099-9de8-4e74-57d0-682fcbc2e58a", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": "Year 5", "topic": null, "unit": "'Crazy about Cats': reading", "lessonCount": "5", "age": [ 9, 10 ], "gradeId": "age_9_10", "gradeStage": "Key Stage 2", "lesson": "Considering the impact of 'Crazy about Cats'" } } ] }