Phase 2 – Developing empathy and understanding of varying points of view (3 days)

In a shared session, get the children to hot-seat both the RSPCA inspector and Tyson's owner. Encourage the children to ask 'why' questions.

Tyson's owner

• Why did you give up your dog?
• Why didn't you want to keep him?
• Why did you give him to the RSPCA?
• How do you feel? Why?
• Why did you get him in the first place?
• Would you get another dog? Why?

RSPCA inspector

• How do you feel when you are asked to take a dog away?
• What do you think would have happened to Tyson?
• What would you tell someone who was thinking of getting a dog? Why?

Try to encourage two different attitudes for Tyson's owner: a positive model from the children, then perhaps teacher models a more negative response to show two different perspectives.

Introduce the concept of what Tyson would say if he could talk and put his point of view. Ask the children to suggest some key questions they would like to ask Tyson if he could talk. Teacher scribes on the IWB a range of questions from the children for Tyson.

In groups, children write a response to specific questions from Tyson's viewpoint. This could form the basis of a display if responses were recorded in speech bubbles.

Plenary activities: Role-play, with Tyson in role and hot-seated by the rest of the class using key questions.

Conclusion: Discuss the fact that Tyson cannot really talk and so his voice has to be represented by people, including the RSPCA, demonstrating the need for the organisation.

Learning outcomes

Children are able to prepare questions which focus on the reasons for characters' actions.

The children's responses show an understanding of the characters' thoughts and feelings.