Character Backstories

Overview

In this lesson, students develop supporting-character backstories from Varjak Paw chapters 2–6, using cohesive links within their writing and crafting sentences that fit both narrative purpose and audience. Students build on earlier learning about plot, character and setting by focusing specifically on how background information shapes motivation and actions.

Learning intentions

• WALT: Craft a character backstory that explains motivations, relationships and key events for a supporting character from chapters 2–6.
• WALT: Use cohesive devices to link ideas across sentences and paragraphs (for example, repetition, adverbials, and grammatical connections).
• WALT: Make deliberate choices about sentence structure, including passive voice where it helps present information clearly.
• WALT: Write with accuracy in vocabulary, grammar and punctuation to match the tone of narrative writing.

Success criteria

• I can write a clear backstory for one character that includes who they are, what happened before the events, and why it matters.
• I can include at least two cohesive links to help my reader follow the timeline and relationships.
• I can use a mix of sentence structures, including an example of the passive where appropriate.
• I can produce writing that is mostly accurate in grammar, punctuation and spelling.

Curriculum links

• Cohesion: Linking ideas across paragraphs using repetition, grammatical connections and ellipsis (Year 6).
• Passive voice: Use of the passive to affect how information is presented (Year 6).
• Layout and structure: Use of headings/sub-headings and organised paragraphs to structure writing.
• Narrative writing: Consider how authors develop characters and settings in narratives.

Lesson structure (60 minutes)

1. 0–5 min · Starter: Backstory prompt Teacher shows a character card (supporting character from chapters 2–6) and asks: “What might have shaped them before we meet them?” Students write 3 bullet thoughts: one event, one feeling, one relationship.

2. 5–15 min · Model and teach: Cohesion + voice Teacher reads a short exemplar paragraph (teacher-made) that includes cohesive devices and one passive sentence, then annotates:

• One sentence with an adverbial for contrast or cause (e.g. “As a consequence…”, “In contrast…”).
• One passive sentence (e.g. “The message was left in secret…”) and why it was chosen. Students identify the link words/devices and underline the passive sentence.

3. 15–25 min · Planning: Character backstory map Teacher distributes a planning template with sections:

• Character snapshot (who, role, traits)
• Past events (2–3 key moments, in order)
• Turning point (moment that changes direction)
• Motivation/impact on Varjak’s world (how it influences actions) Students complete the map for one character they choose from chapters 2–6. They must plan at least two timeline links (e.g. “first/next/after that/as a result”) and one relationship link (e.g. “because of…/in contrast…”).

4. 25–40 min · Drafting: Write the backstory (paragraphs) Teacher sets a target structure:

• Paragraph 1: Introduce character and earlier situation
• Paragraph 2: Key event(s) and emotional response
• Paragraph 3: Turning point + how it connects to Varjak’s world Students draft, using the template, aiming for clear paragraphs and cohesive connections. They include one planned passive sentence if it fits their meaning.

5. 40–50 min · Editing: Grammar, punctuation and cohesion check Teacher gives a quick checklist on the board:

• Have I used at least two cohesive links?
• Does each paragraph follow the timeline or build logically?
• Did I include one passive sentence (or replace it if it doesn’t help)?
• Are my sentences accurate for punctuation and spelling? Students self-edit and then swap with a partner for one “Glow (what’s strong)” and one “Grow (what to improve)” comment.

6. 50–58 min · Small-group sharing (Extension focus within lesson) Teacher groups students (3–4 per group). Each student reads a key paragraph. Peers listen for: a clear turning point, strong motivation, and at least two cohesive links. Listener notes one question for the reader.

7. 58–60 min · Exit reflection Students complete a 2-sentence exit ticket:

• “My backstory is clear because…”
• “Next time I will improve…”

Resources

• Character outline sheet for chapters 2–6 (teacher-made)
• Backstory planning template with paragraph prompts
• Sentence starters for cohesive devices (cause, contrast, time, addition)
• Checklist for editing (cohesion, passive voice, punctuation accuracy)
• Sample exemplar paragraph (teacher-made)
• Writing paper or digital document access
• Timer and display for minutes/steps

Assessment

• Formative: Teacher observes planning during the template stage, checking for timeline clarity and planned cohesion.
• Formative: Partner editing provides evidence of understanding of cohesive devices and sentence structure.
• Summative in miniature: Exit ticket confirms students can explain clarity and identify a next-step target.

Differentiation

• Support: Provide character outlines and a filled-in model timeline for students needing structure; offer sentence starters and word banks (feelings, motives, relationships, time connectives).
• Support: Offer a “minimum success” paragraph plan (3 paragraphs with specific content prompts) and allow shorter backstories if needed.
• Target: Encourage students to use cohesive links that match their ideas, not just “decorative” connectives.
• Extension: Students who are ready independently choose a more complex cohesive strategy (for example, repeating a key phrase to signal a theme, or using ellipsis to keep the style punchy) and refine word choice to deepen character voice; they can also add a second passive sentence if it improves clarity.

Extension (optional)

• In small groups, advanced writers add a brief “reader question” at the end of their reading (e.g. “Why did they decide to…?”) and respond to one peer question with an extra sentence added to their draft.