Y1: Compose and write simple sentences independently to communicate meaning
Y2: Write simple and compound sentences and begin to use subordination in relation to time and reason
Jake and Bones is an interactive story, taken from the RSPCA's Education website, which allows children to explore the possible decisions and actions to be taken in connection with the problem of re-homing Jake's dog, Bones.
Jake and his family are moving house and, as a result, Bones needs a new home that will be more suitable for him. Jake is concerned to find a loving home for Bones; various opportunities present themselves. The children can explore these options and, through the interactive story, they are guided to consider the consequences and possible outcomes for Bones.
This unit develops the children's enjoyment of the story, and their empathy with the characters, through a range of drama and speaking and listening activities that support appropriate oral rehearsal prior to the written outcomes.
In order to engage fully with the learning opportunities within this unit the children will need to have as a starting point some knowledge of animals' basic needs.
It is therefore suggested that the following interactive activities taken from www.rspca-education.org.uk are followed before beginning Phase 1 of the unit.
Follow the link www.rspca-education.org.uk 'animals' needs' section into the 'meeting their needs' section and complete as a whole-class interactive activity. This is an opportunity to assess children's prior knowledge and address any misconceptions early.
Use the five freedoms activity to establish the basic welfare needs of pets and other animals. Follow the path: Start – Animals and the law – the Five freedoms. www.rspca-education.org.uk
re-enact a story they have heard and include the main character and some of the main events
begin to form a simple sentence when attempting writing for different purposes and build on these skills throughout the unit.
Phase 1 – approx 2 days
The first phase introduces the story of Jake and Bones to the children and sets the context for this narrative unit. There are several opportunities for the children to discuss their personal experiences of owning pets or experiences with domestic animals. Through shared reading the children consider the various options open to Jake and his family; the teacher demonstrates how to navigate through the interactive story. Children should be given the opportunity to reread the text and develop their own site navigational skills as a guided or independent activity.
Establish, through teacher questioning during shared times and close observation of children working with response partners, that the predictions that children are making about both the characters and events in the story show an understanding of the story of Jake and Bones. Identify moments when children make direct reference to the story as evidence for their predictions.
Jake and Bones - Main file
Jake and Bones - Additional resources
ZIP 3.2MB www.rspca.org.uk RSPCA website
Phase 2 – approx 3 days The second phase develops further empathy with the characters and secures engagement with the dilemma within the story. Following clear demonstration and modelling by the teacher, hot-seating, telephone conversations and role play activities support the children's developing understanding of the characters and the dilemmas facing each of them. Shared writing supports the children's organisation of these early ideas.
Examine the character profiles completed in the role-play area. Have the children related to clues from the pictures in their written profiles of the animal characters? Have they used the model from shared writing to structure their thoughts?
Observe children working in the role-play area and identify how the information and ideas explored through the unit so far are influencing their illustration of the characters during their role-play sessions.
Phase 3 – approx 5 days The third phase provides structured oral rehearsal through freeze-frame and thought-tracking activities. Shared and supported writing combine with these activities to prepare the children to focus on the outcome of the story, which they record as their final written outcome.
During oral rehearsal, do the children's contributions demonstrate their understanding of the dilemmas within the story and can they express these ideas, using appropriate vocabulary from both the story and the information available from the RSPCA site?
When the children provide the written outcome to the story is it a logical development and is it supported by previous work on consequences of actions covered earlier in this unit?