Boffin Boy Worksheets

Boffin Boy and the Deadly Swarm

Task: A first person narrative, retelling the story from the point of view of Chika.

Support: Ensure that pupils are clear on the events of the narrative. If necessary, help by working on a list of bullet points first. More able pupils can extend the narrative into a diary, with additional ideas of their own. Less able pupils can simply complete the sentences.

Extension: A year later, the killer bugs strike again! Write the entry for Chika’s diary for this point in time. This could be extended into story writing.

Boffin Boy and the Emperor’s Tomb

Task: Choosing an appropriate object from the story, justifying that choice, and creative writing.

Support: Ensure that the students understand the task. Discuss with the students the value of each of the items suggested on the worksheet, with reference to the story. Note that the students are asked to imagine that they are part of the story and are taking part in the adventure. The students are asked to decide which of the items listed would be of greatest use and to justify their choice. They then need to write a paragraph, or a sentence if more appropriate, to explain how the item aided their escape.

Extension: Ask the students to draw a map of the Emperor’s tomb. Mark on the map such things as: the entrance, the secret door, the treasure cave, etc. Check through the story and list the important locations in advance. Note that the students can also add locations of their own devising if they wish.

Boffin Boy and the Forest of the Ninja

Task: Writing a newspaper account explaining why Wu Pee is a crook.

Support: Ensure that pupils are familiar with the conventions of newspaper journalism, e.g. the use of indirect speech and of sub-headlines. Work together to compile the evidence against Wu Pee, based upon what is contained in the story. Discuss what else might be included in a newspaper e.g. interviews, background information, comment from the newspaper itself. Include in the Word Box any further words arising out of the discussion.

Extension: Write the newspaper report that might appear at the end of the story i.e. when Wu Pee’s full story is revealed.

Boffin Boy and the Ice Caves of Pluto

Task: Solve the puzzle.

Support: Explain that the objective is to work through the maze, writing down the numbers in the correct order, as each number is reached. The key can then be used to create a sentence. Note: not all the words included in the key actually appear in the word mazes. (The completed sentences are: Grizbold is on Pluto in the Snurgon space ship. Boffin Boy and Wu Pee are lost in the ice caves. You need woolly space socks in the snow on Pluto.)

Extension: Use further copies of the maze (photocopied as necessary) to send further coded messages.

Boffin Boy and the Lost City

Task: Consider the problems of developing the Lost City as a holiday resort.

Support: Identify the two main problems for visitors: i) the language ii) the problem of getting there. Brainstorm answers to the questions posed on the worksheet. Note ideas on the sheet. Suggest ways in which the two main problems can be overcome e.g. using Snurgon technology to help people with the language problem, or Boffin Boy inventing a special gate from the Lost Valley to the Lost City.

Extension: Work on a poster to persuade people to visit the Lost City. Perhaps use some of the art work provided on the picture resource pages for this.

ICT Opportunity: Create the poster on the computer.

Boffin Boy and the Poison Garden

Task: To retell the story using conversation.

Support: Ensure that the students understand that, in answering Wu Pee’s questions, Polly and Boffin Boy are explaining the events of the story to Wu Pee. If appropriate, review the story before starting this worksheet. The answers to Wu Pee’s questions can all be found in the text. For the final part of the worksheet, the students are asked to devise a further question and to provide an answer. This could be slightly more challenging. Alternatively, the students could write the question and then give it to a friend to answer.

Extension: Ask the students to use the completed worksheet to help them write a conversation between Polly and Wu Pee using direct speech. This could be a continuation of the phone conversation using the question and answer style, or it could be an explanation of how Polly felt during the adventure.

Boffin Boy and the Worm of Death

Task: To write a back-cover book blurb.

Support: Ensure that the students are familiar with blurbs by looking at a range of appropriate examples, in this case from non-fiction books. Discuss the two key points of a blurb – to explain what the book is about, and to tempt people to buy it. Point out that the blurb to be written is for the book that Wu Pee is reading in the story. Discuss what this book is likely to be about, and how people could be tempted by the blurb to buy it. Use the other completed worksheets that deal with Wu Pee’s book and Tickle-my-Tum to get ideas for the writing.

Extension: Ask the students to write a blurb for a favourite book or for another Boffin Boy book. This can be fiction or non-fiction. Before starting, discuss the differences between a blurb and a review.