Varjak figures in words

Overview

In this lesson (17 of 20) in Adventures with Varjak Paw, students learn to craft vivid figurative language by identifying and writing similes and metaphors inspired by Varjak’s experiences. The focus is on linking ideas within sentences so meaning is clear and engaging.

Learning intentions

• WALT: Students will understand what similes and metaphors are and how they create imagery in writing.
• WALT: Students will use cohesive links in their sentences to connect ideas across and within paragraphs (e.g., repetition, contrast, and ellipsis).
• WALT: Students will write five similes and metaphors related to events and feelings from the story.
• WALT: Students will revise wording so their figurative language is precise and fits the context.

Success criteria

• I can define and distinguish a simile (uses like or as) and a metaphor (describes something as something else).
• I can write five similes/metaphors that match Varjak’s actions, setting, or emotions.
• I can use accurate punctuation and keep my sentences clear.
• I can read my writing aloud and improve at least one line for effect.

Curriculum links

• Vocabulary, grammar and punctuation (Year 6): linking ideas across paragraphs using cohesive devices such as repetition of a word/phrase, grammatical connections (adverbials for contrast or consequence), and ellipsis.
• Layout devices: using clear sentence starts and formatting choices to make writing easy to follow (e.g., headings for similes vs metaphors).
• Punctuation: using the semi-colon, colon and dash to mark boundaries between independent clauses where appropriate.
• Active and passive: choosing active verbs for impact when describing Varjak’s experiences (where relevant).

Lesson structure (60 minutes)

1. 0–5 min · Retrieval hook. Teacher shows two short lines from earlier writing (one literal, one figurative) and asks students to identify which one makes a stronger picture; students jot the clue words they notice.
2. 5–15 min · Mini-teach with anchor charts. Teacher models:

• Simile: “Varjak was as brave as… / like …”
• Metaphor: “Varjak was a shadow in the dark.” Teacher highlights how figurative language helps the reader “see” and “feel,” and how repetition or contrast can link ideas. Students complete a quick “Sort it” task: students label four examples as simile/metaphor.

3. 15–25 min · Guided practice from the text. Teacher prompts: “Choose one moment Varjak experiences—escape, fear, hope, discovery.” Students work in pairs to create two lines (one simile, one metaphor) using sentence frames displayed on the board.

• Frame examples: “Varjak moved as …” “Varjak was a …” Teacher circulates, checks accuracy, and spot-corrects wording.

4. 25–40 min · Independent writing: 5 figurative lines. Students write five similes/metaphors connected to the story. They must include at least:

• 2 similes and 3 metaphors, or a balanced mix that teacher approves
• cohesive linking inside their mini-paragraph (e.g., repeating a key noun like “Varjak” or using “because,” “however,” or an ellipsis at the end of one sentence for emphasis) Students draft in a structured layout: headings “Similes” and “Metaphors,” each followed by bullet lines or short sentences.

5. 40–50 min · Feedback and revision sprint. Teacher runs a “Glow and Grow” routine: students trade with a partner using a checklist (Is it a simile? Is the metaphor clear? Does the image fit Varjak’s moment?). Students revise one line for effect, adding or correcting punctuation.
6. 50–58 min · Share performances. Selected students read one line (or two) aloud. Class gives quick evaluation using success criteria language: “I can see… because…”
7. 58–60 min · Exit ticket. Students answer: “Give one simile and one metaphor you wrote today, and explain what picture it creates in one sentence.”

Resources

• Class anchor charts: “Simile vs Metaphor” and sentence frames
• Example paragraph from Varjak (teacher-prepared excerpts)
• Sorting cards (simile/metaphor)
• Student writing template with two sections: “Similes” and “Metaphors”
• Peer feedback checklist
• Timer and display board for modelled sentences

Assessment

• Formative: teacher observations during sorting and guided practice; note misconceptions (e.g., students writing metaphors without describing-as).
• Formative: pair checklist checks whether each sentence is correctly categorised and image-matched to Varjak.
• Summative (quick): exit ticket definitions plus one-sentence effect explanation.

Differentiation

• Support: provide completed model examples, sentence starters, and a word bank of story nouns/adjectives (e.g., “dark,” “whisper,” “silence,” “ally,” “fear,” “hope”).
• Support: offer an “upgrade list” for revision (add a stronger verb, choose a more specific comparison, check punctuation).
• Challenge: require students to use one cohesive device intentionally in their mini-paragraph (e.g., repetition of a key word, or a contrast adverbial like “however”).
• EAL/SEN: allow oral rehearsal before writing; use colour-coding for like/as in similes and for “Varjak was…” structures in metaphors.
• Extension (advanced): after writing five lines, students create a mini-poem (8–12 lines) using both similes and metaphors, and they must include at least one contrast and one ellipsis for dramatic effect.

Extension (optional)

• Poem task: Write an 8–12 line poem inspired by Varjak’s experiences, using at least 4 similes and 4 metaphors. Include one line that uses repetition to build intensity, and one line with an intentional ellipsis to heighten tension.