English Week 4 - Varmints

For the next few weeks, we will be basing our work on the book, Varmints by Helen Ward. It is a picture book with

beautiful illustrations by Marc Craste.

Monday 25th January

The title of the book is Varmints.

Q1 - What or who do you think the book might be about?

Here is a picture of the first page of the book.

This is how the dictionary defines ‘varmint’.

Main Task: Based on these definitions, make a Wanted poster for a varmint.

Support – Use the template provided on the next page to help you.

Draw a picture of what you imagine the varmints in the book look like. You will need to decide whether you

think the varmints in the book are people or animals.

Paragraph 1 - describe what your varmints look like.

Paragraph 2 - describe the crime or crimes that the varmints are wanted for. Be as detailed and imaginative

as you can. (EG. Three varmints are wanted for stealing food waste from people’s recycling bins every week

when the bins are left on the pavement. The bins are turned upside down and leftover food is scattered up

and down the street./ A varmint is wanted for tripping up unexpected pedestrians throughout Clevedon. Last

week an elderly lady was tripped on her way home from Tesco with a heavy bag of shopping. Explain where

the crime happened. Was there only one crime or are the varmints repeat offenders? Who was the victim?

Etc)

Paragraph 3 - describe exactly when and where the varmints were last seen. (Eg On Tuesday evening, around

midnight, they were seen running away from bins on Fosseway. They were seen heading down Crabtree

paths running towards the fields. )

Paragraph 4 – Explain what people should do if they see the varmints. Is there a number they should call?

Should they approach the varmints or are they dangerous? Is there a reward for providing information? If so,

how much is the reward?

WANTED

Varmints

Appearance (Describe what the Varmints look like): __________________________________________

____________________________________________________________________________________.

Crime (Explain what the Varmints have done. Include as much detail as you can. Look at the

instructions above to give you some ideas): ________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________.

Last seen (Describe when and where the Varmints were last seen. Look at the instructions above for

ideas): ______________________________________________________________________________

____________________________________________________________________________________

If spotted (Tell people what to do if they spot the Varmints. Look at the instructions above for ideas):

___________________________________________________________________________________

___________________________________________________________________________________

Tuesday 26th January

Today we are going to be looking at some of the illustrations in the book and using them to write setting

descriptions.

Remember that we use expanded noun phrases to improve our writing.

Look at how we can improve the description in this sentence.

1. There was a tree.

2. Add an adjective.

There was a twisted tree.

3. Add a fronted adverbial.

In the heart of the darkest forest, there was a twisted tree.

4. Add a relative clause.

In the heart of the darkest forest, there was a twisted tree, which looked like a bent over old witch.

Can you see how this improves the writing? Try to use some of these ideas to improve your setting descriptions.

Can you use a simile? (eg. The tree’s branches coil like the writhing snakes in Medusa’s hair)

Can you use a metaphor? (eg. The tree is a monster, towering over the terrified creatures below)

Can you use personification? Eg The tree grabs angrily at the darkness)

Activity 1

Here are some pictures from the book. Look at these pictures and spend 20 minutes describing the setting.

Remember to use the 5 senses in your description. Don’t just write about what you can see in the picture. Write

about what you can hear and smell too. Is it a warm day? Can you feel the sun in your face or the breeze in your

hair?

SUPPORT (support paragraph/ sentence starters

The sky is _______________________________________________with ________________________________.

I can hear the gentle__________________________________in the ___________________________________ .

The ________________________________________is peppered with __________________________________.

The smell of __________________________________hang in the air.

I can feel the ____________________________on my face.

On the horizon, _________________________________________________.

Way up above me, _______________________________________________.

Activity 2

Here are some pictures from later in the book. Spend another 20 minutes describing the setting you can see here.

Again, try to expand your sentences to improve your writing. Remember to use the senses in your writing and try to

include a simile, metaphor or some personification. Be creative and imagine what you might be able to hear and

smell as well describing the weather as well.

SUPPORT (Support paragraph/sentence starters)

The sky above me is ___________________________ and ____________in colour like ___________________.

______________________ hangs in the air and I can feel _______________ in my lungs making me ___________.

Towering above me are _____________________ made of __________________ that seems to _________the sky.

The noise is _________________________________ so that ___________________________. On the top of walls

are _______________________________to _____________________________________. I feel

___________________________. For as far as I can see there are ___________________________________.

Extension

The two settings are obviously very different. Write a paragraph

comparing the two settings and highlighting the contrasts between

them. Again, remember to use the senses in your writing. Compare

what you would be able to hear, smell and feel in the two settings as

well as how they look different. Explain in which of the two pictures

you would prefer to be and why.

Wednesday 27th January

Marc Craste, who illustrated Varmints, also made a short film based on the book, which was nominated for a BAFTA.

Use this hyperlink (CTRL + Click) to watch the start of the film titled: Johann Johannsson,varmints, Intro

https://www.youtube.com/watch?v=Zlw42RhTNoA&safe=true

(If you can’t access Youtube then the film is also available on Vimeo or you can search for Varmints (short film) on

Google. The whole film is 24 minutes long but today you only need to watch up to 6:19)

TASK

Today you are going to be imagining that you are the character in the film. Write a diary entry for the character in

which he or she describes what happens in the film.

1. Diaries are always written in the first person (eg. I took the magnifying glass out of my old brown bag so that

I could examine the intricate patterns on the leaves.)

2. Diaries are always written in the past tense. (eg.The sky was dark as night and everyone had their heads

down and looked miserable.)

3. Diaries describe the writer’s thoughts and feelings. Imagine that you are the character in the film – you are

probably going to have some very strong emotions. Make sure you include these in your diary entry.(eg At

first, when I saw the black cloud of smoke looming on the horizon, I was confused. What was it? I had never

seen anything like this before in my life)

4. Diaries include the writer’s opinions – not just facts. (eg All the insects and birds disappeared as if they had

been swallowed by this terrifying dark monster.)

5. Diaries use a variety of time conjunctions to link events.(eg After I had finished examining the leaves, I

decided to shelter under my favourite tree.)

6. Diaries are written in chronological order, starting with the first thing that happened and ending with the

last thing that happened. Each time something new happens, you should start a new paragraph.

You may need to watch the film twice or more before you write your diary entry. First make a note of what happens,

then write how you think the character is feeling at different parts in the story. You could also include some of the

descriptions of the settings that you wrote yesterday.

SUPPORT (Box up grid)

Use this grid to help you think of what to write in your diary entry.

Write a paragraph to describe what is happening in each picture. Remember to describe how it makes you feel. You

can use the examples to give you some ideas.

Describe what you did. Where were you? What could you see and hear? How did you feel? eg. One beautiful summer’s morning, I was enjoying studying the plants in the field. I had my magnifying glass and a pad of paper and I was carefully examining the leaves and taking notes.

Use an interesting time connective and then describe what you did next. eg. By lunchtime, it was getting very hot and I decided to sit down in the shade under my favourite tree. It was a perfect day.

Use another time connective and describe what happened next. How did this make you feel? eg. Suddenly, all of the birds started flying towards me. It was as if they were trying to escape something. Confused, I stood up and looked back at where they had come from. I couldn’t believe my eyes. In the distance was a huge cloud of ink black dust and it seemed to be coming towards me. What was it?

Describe what happened next. How did this make you feel? eg. As I watched, thousands of creatures advanced towards me. They seemed to be pulling ropes which erected tall dark towers. What were they doing to my beautiful world? I felt frightened.

Describe what happened next. What did you do? Why? How did you feel? eg. As I watched in horror, a wave of rubble rushed towards me. I sprinted as fast as I could, desperate to reach the tree before the rubble engulfed it. I had to save something of my world before it was too late. Just in time, I managed to grab some grass and the last living shoot on the tree and put them in my bag.

Describe what happened next. How did you feel? eg. Moments later, I was sitting under the exact same tree I had been sitting under only minutes earlier but now it was dead. All of the leaves had been stripped from the branches and the branches had withered away. In front of me, all I could see were tall towers, black as night and blocking out the sky. What was happening?

Describe the last thing that you do. Why do you do that? What do you see? eg. Then in the darkness, I saw a tiny glimmer of light. What could it be? Although I was terrified, I had to find out. I took my bag and headed into the dark. There, among the towers and the smoke and the black, I saw thousands of creatures all trudging through this bleak world. Where was this? Who were these creatures? And what had they done to my world?

Thursday 28th January

Nature is a key theme in the Varmints. In today’s lesson, you are going to watch the BBC Big Schools Winterwatch

Live Lesson which can be found by following this link at 11am on Thursday 28th January.

If you can’t access it at that time then it will be available to watch at any time later by following the same link.

BBC Big Schools Winterwatch Live Lesson (11am Thursday 28th January)

You will also need to download and print the Activity Sheet if you can. You will be completing this as you watch the

lesson. You can download the Activity Sheet here.

BBC Winterwatch Activity Sheet

Friday 29th January – Outside My Window

The book ‘Varmints’ starts with these lines:

There was once only the sound of bees and the wind in the wiry grass, the low murmuring of moles in the cool dark

earth and the song of birds high in the sky. It touched and warmed the hearts of those few who paused and cared to

listen.

TASK

Today, we would like you to be some of the few who pause and care to listen.

Spend 20 minutes sitting and looking at what is happening outside your window. Have a piece of paper and a pen or

pencil with you and make notes about what you see.

If you stay very still, you may be able to see birds or other wildlife.

If you make sure your room is quiet and maybe open the window, what can you hear?

Are there any flowers or leaves on the plants or trees? What colour are they? What shape are they?

Is there any wind? How do you know?

Look up. What colour is the sky? If there are clouds, what shape are they? Are they moving? What else can

you see in the sky? Are there any birds flying past or spiders’ webs on corners.

What is on the ground? Fallen twigs, leaves, moss? Describe what you can see. Notice even the tiniest details

Does anyone walk past your window? Do you know them? How old do you think they are? What are they

wearing? How do they move?

Can you see any man-made objects? Describe them. Are they still or are they moving? Can you notice any

tiny details about them? Cracked or flaking paint, for example or water marks or mud splatters.

When the 20 minutes is up, use your notes to write a setting description about what you noticed.

The title should be Outside my window.

Use all of the skills that you used earlier in the week to make your writing more interesting.

Support: Use this template to help you.

Include writing about different senses and some interesting adjectives.

Outside my window I can see ___________________________________________________.

The sky is _____________ (what colour is the sky?) and the weather is _________________________. I know that

because ____________________________________. (Are the trees moving in the wind or is there rain splashing in

puddles?)

I can see____________________________ (describe any birds, what colour are they? How big are they? Are they

flying or on the ground?)

If I sit very quietly and open the window, I can hear ________________________________________.

As I watch, (describe anything that goes past eg cars or people) _______________________go past. (Describe what

they look like). They move __________________________(describe how they move. Are they slow or fast?

There is _____________________________________on the ground. (Describe what colour it is. Is there anything

that has fallen there? Twigs/leaves/rubbish)

Year 5 and 6: write at least 4 paragraphs.

Include all of the features you used in your setting descriptions earlier in the week:

write about the different senses;

use interesting adjectives;

try to include a simile or a metaphor

use adverbials to describe where something is or how it moves

Extension: write at least 6 paragraphs.

Include all of the features above plus relative clauses and personification.