lower primary - blake education begins his adventure as the very capable assistant to brillo the...

Blake’s Topic B

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Each literature unit contains:� 8 pages of teaching notes� Activities to take students into the book,

through the book and beyond the book� Discussion questions� 10 practical blackline masters� National Profile outcomes

Buffy:an Adventure Storyby Bob Graham

by Kara Louise Munn

LT 9 � Buffy: an Adventure Story

Lower Primary

© Blake Education – Buffy: an Adventure Story Literature Unit

IntroductionSynopsis Buffy begins his adventure as the very capable assistantto Brillo the great magician. As Buffy’s talents start tooutshine those of his master, he is told to leave the stageand never come back. Buffy begins to search the worldfor someone who will love him. Finally Buffy realises theimportance of being himself and he decides to do whathe enjoys. Buffy gets his ultimate reward when he meetsMary Kelly. Mary Kelly and her family fall in love withBuffy and take him home to live with them happily everafter.

Reading Level Independent reading 6 years and up; read aloud 4 to 9years.

Overview of Unit The aim of this unit is to allow students to complementtheir reading of the text with meaningful activities.Students will be encouraged to reread sections of thetext and to recognise the order in which events occur.Students will write from the point of view of Buffy, aswell as compose poetry and recounts. As Buffy discoversthe importance of being himself, so too will students.Activities will place value on each student’s input.

Major Themes Being yourself, love, jealousy.

Literary Techniques Third person narration.

Grammar Focus Use of adjectives, direct speech.

Useful Resources Other books by Bob Graham.Allen, Pamela, Black Dog, Viking Kestrel, 1991.Larkin, Peter, The Complete Dog Book, Lorenz, 1997.Morgan, Sally, Animals as Friends, Franklin Watts, 2000.Moses, Brian, I Feel Jealous, Wayland, 1993.Oliver, Clare, Animals as Carers, Franklin Watts, 2000.Patten, Dennis, My Magic Book, Salamander, c1993.White, L. and Broekel, R., Math-a-Magic, AlbertWhitman & Co, 1994.A world map, preferably one that can be written onwith a whiteboard marker.

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AssessmentStudents will:

Speaking and Listening2.1 Interact in more confident and extended ways

in structured and spontaneous situations.� Discuss importance of self.� Prepare talks for audience.

Reading and Viewing2.7 Recognise and interpret basic linguistic

structures and features of text.� Use the illustrations to gain information not

mentioned in the text.� Sequence events from the text.

Writing2.9 Write brief imaginative texts which include

some related ideas about familiar topics.� Write a diary from the point of view of the main

character.� Write descriptions.� Use adjectives.� Write acrostic and other poetry.� Write an adventure narrative.

For all your teaching needs visit www.blake.com.au


1 The Cover Show students the front cover of the text.

Questions� What could the book be about?� Why might it be called ‘an adventure

story’?� What could the cane in Buffy’s paw be?� Why do you think Buffy is surrounded by

a heart?� Have you read any other books by Bob

Graham? What were they about?

Now turn the book over and read the back cover tostudents.

� Does the illustration or the text on theback cover give you more information?

� How do you think Buffy is feeling?

2 Jobs for dogs As a class make a list of the reasons that people keepdogs. Examples could include guide dogs, sheep dogs,family dogs, police dogs and breeding dogs. Readinformation texts about working dogs and the qualitiesof particular breeds. Ask students to think about whyfamilies keep dogs as pets. Have a visitor come to schooland talk to students about their pet dog, their guide dogor their working dog. Students who have dogs can alsoshare some of their own experiences. Make sure that youobtain school permission before allowing dogs ontoschool premises and always ensure that plastic bags arehandy to remove any faeces. All students should be toldto wash their hands after touching dogs. Discuss withstudents what they think would be an ideal place forBuffy. Where would he be best suited?

3 Being yourself Tell students that Buffy discovers in the book that heshouldn’t pretend to be something he isn’t. Discuss withstudents why it is important to be yourself. Ask studentsto suggest reasons why we shouldn’t pretend to besomething, just to get people to like us. (Suggest tostudents that we can’t expect everyone to like us, so

being yourself means those peoplewho do like you will know the ‘real’you .)

4 Magic tricks Discuss with students how magic tricks can be visualillusions. Provide students with some books about magictricks. Try to find books with simple instructions forstudents to follow (see Useful Resources). Have eachstudent choose a magic trick. Encourage students topractise their magic tricks at home. Organise a magicshow where every student performs their trick. Foradded theatrical effect make magic wands, capes andhats. Encourage students to think up some magic wordsto say as they are performing. Encourage students tokeep the method behind their trick a secret. Ask therest of the class to try and work out how the trick wasperformed.

5 True love Provide students with large sheets of art paper, scrappaper, paintbrushes, toothbrushes, red and orange paint,and art shirts. Help students fold a piece of scrap paperin half and cut out a heart shape. The heart shapeshould take up slightly more than half of the large sheetof art paper. Use the front cover of Buffy as a guide.Have students place the heart on the art paper andcover the entire page with red paint. As students peeloff the heart they will be left with its shape on the artpaper. When the red paint is dry, ask students to paintan orange heart around the outline. Help them to paintradiating lines as well. When dry, cover the heart shapewith the scrap paper and use a tooth brush dipped inorange paint to flick paint across the page. The effectwill be similar to the cover of Buffy. In the centre of theheart, ask students to write about something they lovevery much—it could be a person or an animal. Promptstudents with questions.

Questions� Why do I love this person/animal?� How do you know when

someone/something really loves you?� How can you show someone/something

that you love them?

Into the Book

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Pages 1–2 Buffy is introduced as a multi-talented dog who is assistant toBrillo the Magician. The crowd love watching Buffy perform.

Questions � Have you ever been to a magic show?� What sort of tricks have you seen

performed? � Do you know how the magician made

them happen?� What sort of things does the assistant do?� What does the word 'rare' mean?� Who was Houdini?� What does Brillo the Magician think of

Buffy’s popularity?

Session 1 Have students imagine that Brillo and Buffy have askedthem to design some new posters advertising theirperformances. Ask students to think about importantinformation that a poster should contain. Include thedates, times, venues and prices. Tell students they canchoose an appropriate venue in their local area. Askstudents to prepare a rough copy of their poster on A4 paper, planning where the text and pictures will go.Remind students that text should be limited. Tellstudents that a poster should be designed to stand outand attract people’s attention, while providing readerswith necessary information. Provide cards, and markersor paint, and encourage students to make their postersas exciting as possible.

Session 2 Have students look closely at the first two pages. Brilloand Buffy are shown on the stage, while the audience isin the foreground. Discuss with students whether theillustrations contain any clues about Brillo’s attitudetowards Buffy. Encourage students to describe people inthe audience, as well as what they are doing. Askstudents to consider what the audience thinks about theshow. Tell students they are going to make a diorama ofthe show, with themselves in the audience. The dioramawill show Buffy on the stage, and the audience will beseen from the viewpoint of Buffy on the stage. Studentswill need an old shoebox and a variety of craft materials,

including some card, pencils,markers and paints. Have studentstip the box on one of its long sides. The base of the box(which is now vertical) is where the audience will be—change the box to match the example on BLM 1. Havestudents use BLM 1 to cut out silhouettes of Buffy andBrillo. Paste the silhouettes to thin card. These can becoloured and then attached to the base of the box byfolding and pasting the tabs. Remind students that it isthe backs of Buffy and Brillo that we are looking at.Encourage students to draw pictures of themselves andfriends and paste these in the audience. Remindstudents to include different expressions to show howeach member of the audience is feeling. (Students mayeven like to use a photograph of themselves.) Tellstudents they can draw and cut out any of the props thatBuffy may have used on stage. These can be fixed to thebase of the box near Buffy.

Pages 3–5 Brillo the Magician cannot deal with Buffy’s popularity andhe kicks him out. Life looks grim for Buffy as he spends allhis money and then ends up in a railway yard.

Questions � How would someone ‘mutter darkly’?� How would Brillo say ‘OUT! and never

come back’?� Has your bottom lip ever quivered? What

were you thinking about?� If you only had a little bit of money left

what would you spend it on?� What do you think will happen next?

Session 3 Talk with students about the feeling of jealousy. Is it agood feeling to have, or a harmful one? When might yoube jealous? How can you overcome this? Have studentsparticipate in role-play situations, where Brillo dealsdifferently with Buffy’s rising fame. Ask students to suggestways that Brillo could use Buffy’s talents to help his ownact, and therefore his fame. Have students work in smallgroups and spend 10 minutes preparing a short skit. Askstudents in each group to take turns playing Buffy andBrillo. The rest of the group can be the audience. Swap

Reading the Book

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roles as many times as necessary. You could provide aspotty scarf and a top hat for added impact.

Session 4 Look at the picture that shows Buffy in the railway yard.As a class list the things that make the illustration lookbleak. Have students copy this illustration, usingwatercolours and then black pens to outline objects.Allow students’ illustrations to dry. Dip the edge of apiece of cardboard in white poster paint. Have studentsdrag the edge of the cardboard along their illustrationsto make prints that look like rain. Have students writethought bubbles and add these to their illustrations toshow what Buffy might be thinking.

Session 5 Talk to students about why people keep diaries. Askstudents to pretend that in Buffy’s bag he carried a smalldiary. Ask students what Buffy might have written onthe day Brillo told Buffy to leave the stage. Givestudents BLM 2 and ask them to write about this dayfrom the point of view of Buffy. Remind students thatwhen they are writing a recount they should write in thefirst person. Tell students they can include feelings andopinions as well as events that happened.

Pages 6–7 Buffy jumps on a train heading into the unknown.

Questions � Where might the train be taking Buffy?� What do you think is going through

Buffy’s mind?� Considering his many talents, what else

could Buffy do to overcome his lonelinesson the train?

Session 6 Talk about how the phrase ‘train on the tracks’ imitatesthe sound of a train moving along tracks. This is calledonomatopoeia. Have students chant ‘train on the tracks,train on the tracks, train on the tracks’ over and overagain to hear the effect. Organise students into groups,and give each group a collection of instruments, or havestudents make their own instruments using containersfilled with rice. Have groups use their instruments to

imitate the sound of the trainmaking its way along the tracks. Askstudents to slowly chant the words of Buffy’s song andthen make up their own version. Encourage students touse sad and dreary words in their songs, so they portraythe same mood as Buffy’s. Have students concentrate onthe number of syllables each word contains, so they canbeat this rhythm on their instruments.

Pages 8–13 Buffy tries to find a place where he can put his talents togood use, but he ends up in the Lost Dogs’ van. Buffyescapes and continues to travel the world looking for a home.

Questions � What smells make you think of the

countryside?� Why was Buffy no good as a sheep dog, a

cattle dog, a kitchen dog or a guard dog?� Why was Buffy able to escape from the

Lost Dogs’ van?� What can happen to lost dogs with no

owners to claim them?

Session 7 If possible provide a real passport for students to view.Tell them that Buffy will need a passport to travel theworld. Provide students with BLM 3. Have studentsfold the page in half and design their own cover for thepassport. Ask students to complete the first section ofthe passport. Remind students that they are filling outthe passport in Buffy’s name, and they should include a‘photograph’ of Buffy. Encourage students to use theirimaginations to complete details such as reasons fortravel and next of kin. Brainstorm descriptive words anddisplay these on chart paper. Have students write adescription of Buffy on the other page of the passport.Ask students to describe both Buffy’s appearance and hischaracter.

Session 8 Display a world map on the wall. Have students suggestsome countries Buffy may have visited. Draw a route toconnect these. Have each student draw a ‘photograph’to show Buffy in a different country, or area. Talk aboutwhat could be in the backgrounds of the photos to show

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clearly which country Buffy is in. You may like toprovide travel brochures for inspiration. Add the‘photographs’ to the world map. Use a length of wooland coloured thumb tacks to pinpoint on the mapwhere each photo was taken.

Session 9 If possible show students a captioned photo album ofyour own. What do students notice about the captions?Captions should be concise, and normally identifywhere the photo was taken. Another common feature ofcaptions is humour. Have students write captions toaccompany each photo from the previous session.

Session 10 Have students pretend they are Buffy, again writing adiary recount. (You could provide students with diarypages from BLM 2.) Students can choose to include asmuch or as little from the text as they wish. Encouragestudents to choose one incident, for example applyingfor a job as kitchen dog, and to write about it in detail.Remind students to ask themselves if they have written:✏ what happened✏ when it happened✏ why it happened✏ and who it happened to.Students may include illustrations if they wish.

Pages 14 – 17 Buffy decides he can not go on in this way. The words on astatue remind the readers of the importance of being yourself.Buffy realises he is unique and that he should concentrate onwhat he does well. He starts busking on the street.

Questions � What are some words which describe

Buffy’s character?� What do you think the words on the

statue mean?� What is the impact of the short sentences

on page 17?� Have you seen a busker on the street?

What were they doing?

Session 11 Read the words on the statue.Provide students with BLM 4. Have students cut outthe statue shapes and glue them together onto a largerand longer piece of paper or card. Ask students to drawthemselves on the top of the statue. On the base of thestatue students can write their own poem about whatmakes them unique and special. The poem is called ‘IAM ME’, and each line can begin with ‘I am’. Helpstudents think about what makes a person special byhaving them write about what makes their peers special.Write the names of all students on small pieces of paperand have each student draw a name from a hat. (Ensurethat no-one draws their own name!) Encourage studentsto think about what makes this person special. Tellstudents to write a couple of points on paper. Collect allof the papers and pass them on to the students theyconcern. Responses can remain confidential. Allowstudents to decide whether these responses form part oftheir poem called ‘I AM ME’.

Session 12 Have students adapt the speed and lyrics of the songthey composed in Session 6 to reflect Buffy’s buskingperformance. The number of syllables in each line willneed to be the same as that in the sadder songs. Tellstudents that Buffy is more energetic in thisperformance than when he played on the freight train.Have students beat out the rhythm of their new songwith their feet, as Buffy does.

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Pages 18–23 Buffy is rewarded with the arrival of Mary Kelly and herfamily. They instantly fall in love with each other. The Kellyfamily take Buffy home and treat him as a very special partof their family.

Questions � What can you tell from the picture of

Buffy and Mary Kelly?� What does ‘love at first sight’ mean?� Do you think Buffy will be happy with the

Kellys?� Look at the illustrations of the Kelly

family. Do you think this family will suitBuffy?

� What had Buffy been looking for? Did hefind it?

� How does this narrative make you feelinside?

Session 13 Look at the illustrations and find pictures of Buffy underthe spotlight. Talk with students about the differencebetween Buffy’s life at the beginning of the text and atthe end. At the beginning Buffy is dancing alone for anaudience, while at the end of the book he is dancingwith Mary Kelly. In the latter illustration his life andfuture has taken on a whole new meaning. Explain tostudents how to write an acrostic poem. For each letterof a chosen word students must choose another word orphrase that begins with the letter and relates to theword. Provide students with BLM 5 and help them towrite two acrostic poems, using the word ‘Buffy’. Eachpoem should describe Buffy’s life in that particularspotlight, or at that point in time.

Session 14 This lesson can be taught in small groups with multiplecopies of the text. Alternatively, it can be taught as awhole class with you reading each page aloud and thenpausing for students to record. Provide students withBLM 6. Have students write the adjective in the textwhich describes each word on the BLM. (The words arein the order they appear in the text.) Ask students tothink of an alternative word which maintains the same

meaning but could have been usedin its place. Tell students to writethis in the replacement word column. Have studentslook at the page which has pictures of Mary’s familymeeting Buffy. Have students think of a word thatdescribes each member of the Kelly family. Record thesein the space on the BLM.

Session 15 Look back through the text and make lists of thingsrelating to Buffy. Write a list of things Buffy did as amagician’s assistant. Write a list of jobs he applied for.Write a list of the members of the Kelly family.

Session 16 Talk with students about significant times in their day.Examples could include morning bell, news time,morning tea time, lunch time and home time. Writethese on chart paper in the order in which they happen.Now ask students to think about their day. Havestudents tell some activities that occurred betweenevents, for example, morning tea and lunch, or betweenlunch time and home time. Now provide students withBLM 7. You may like to photocopy and enlarge thisBLM and use it to model for students. Read each line onthe BLM to the class. Ask students to think ofsomething that happened to Buffy after the first incidentbut before the next. There will be a number of correctanswers so be sure to encourage students to volunteer avariety of responses. More able students may like to tryto think of two events to include in each space.

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© Blake Education – Buffy: an Adventure Story Literature Unit7

1 Bob Graham’s books Provide copies of other books by Bob Graham forstudents to look at and read if able. Have students listento you reading each of the texts. This should be doneover time and in a relaxed fashion. After all the bookshave been read aloud to the class, and students have hadopportunities to read them, make a ‘people’ graph toillustrate which Bob Graham books are the favourites inyour class. Place a copy of each book across the front ofthe room. Ask students to stand behind their favourite.When all students have chosen a book, makecomparisons between the lines.

Questions� Which is the favourite Bob Graham book

in our class?� What do you think makes it so appealing?� Which book is the least popular? Why?

� Organise students into groups. Have groups transferthe details from the ‘people’ graph to paper. Writethe following headings on large sheets of paper:Title, Author, Illustrator, Main characters, Setting,Themes.Ask students to fill in these details for each book.

� Write a list of all of the main characters from BobGraham’s books. Discuss their similarities anddifferences.

� Ask students to recreate their favourite cover usingpaints and card.

� Have students act out a character from one of thebooks. See if the rest of the class can work out who it is.

� Play a Who’s Who game where each student has aname of a character stuck to their back. Havestudents move around the class, asking questionsthat require a yes or no answer, to find out who theircharacter is.

� Have a dress-up day where each student comes toschool dressed as one of the characters from a BobGraham book.

2 Character analysis Have students identify and discuss the main charactersin Buffy. (Students may choose Mary Kelly only, or mayprefer to treat the entire Kelly family as one.) Providelarge sheets of paper and paint. Divide the class intothree groups. Allocate one character to each group.Have the groups paint their character. You could drawthe outlines and have students paint the figures, orchoose one student to do the outline and other studentscan do the painting. On rough paper have groups ofstudents write a list of words and phrases that describetheir character. Help students use dictionaries to checkthe spelling of their words. Let students publish theirwords and phrases on the computer. Attach the wordsand phrases to the paintings.

3 Differences and similarities Give each student a copy of BLM 8. Ask them to lookclosely at the endpapers (inside front and back covers)of the book. Buffy, his bag, hat and bowl are in bothendpapers; however very little else is the same. Havestudents fill in the blank boxes on the BLM. Tellstudents they can also add their own differences andsimilarities.

4 Write another adventure Give each student a copy of BLM 9. On chart paperbrainstorm some ideas for another adventure that Buffycould have. Students might like to add some newcharacters or they could revisit Brillo the Magician.Each student can use the BLM to outline their ideas.Help students publish their final copy on the computer.Encourage students to illustrate their work.

Beyond the BookFor all your teaching needs visit www.blake.com.au

© Blake Education – Buffy: an Adventure Story Literature Unit 8

Integrated Activities1 Maths If you have access to play money allow students to usethis. If you choose to use real coins make sure studentsunderstand that the money belongs to you and that it iswrong to steal. Begin by seating students in a circle onthe floor. Place some coins in the centre. Ask studentsto show you how to make 15 cents. Ask students if theycan think of more than one combination. Repeat usingdifferent totals. Provide each student with BLM 10.Tell students to add up the amount of money eachperson on the BLM is dropping into the cup. Havestudents write the total on the line. Encourage earlyfinishers to write down different combinations of coinsthat would give the same totals.

2 Science There are many experiments that could be described as‘scientific tricks.’ Try some with the class.RefractionPut a coin in a bowl and place the bowl on a table. Aska student to slowly move backwards until they can nolonger see the coin. Have another student pour somewater into the bowl. The coin will become visible again.Blind SpotsDraw a picture of a magician holding a wand. To themagician’s right, and a short distance from the wand,draw a flower. To make the flower disappear and thenreappear have students hold the picture at a normalreading distance from their eyes. Ask them to close theirleft eye and focus on the wand with the other. Studentsmust then slowly move the picture closer to their face.The flower will disappear at one point and thenreappear.White lightDivide a circle of cardboard into seven sections. Coloureach section a colour of the rainbow. Make a hole in thecenter of the circle and poke through a sharp pencil.Spin the pencil and the colours will disappear. Allstudents will see is white.

3 Society andEnvironment Unloved and unwanted dogs are a problem in manyareas. Invite a guest speaker to talk about theresponsibilities of owning a dog, and the importance ofmicrochipping and desexing. The speaker could be alocal breeder, a vet, or a member of your local council.

4 The Arts Give students thin black card to make a hat like Buffy’s.Help students make the base of the hat. Use a plate totrace a circle onto the card. Cut out a large hole in themiddle; you may need to fold the circle in half to makeit easier. You now have the brim and the crown of thehat. Make little slits about 1 cm long all around theinner circle of the brim. Fold these at right angles. Tellstudents to carefully measure another piece of black cardto make the cylinder. This should fit snugly onto thebase. Attach with tape. Place the crown on top of thecylinder and attach.

5 PD and Health Allow students to be ‘Personality of the Day’. Eachstudent is allocated one day when it is their turn to betreated as extra special. You may have two students perday depending on the length of the unit. Thepersonality of the day can be the messenger, the leaderor the canteen monitor. In addition, they must prepare ashort talk about themselves, their family and their past,to present to the class. Encourage students to includephotos, and/or enlist the help of parents or carers. Aspecial ‘Personality of the Day’ badge could be made andworn by students.


BLM 1

BLM 1

© Blake Education – Buffy: an Adventure Story Literature UnitThis page may be reproduced by the original purchaser for non-commercial classroom use.



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tFor all your teaching needs visit www.blake.com.au


I AM ME statuesName__________________________________________ Date____________________ BLM 4

I AM ME.



Name__________________________________________ Date____________________

Acrostic poemsMake your first poem tell about Buffy’s life at the beginning of the

book, and the second poem tell of Buffy’s life with the Kellys. Draw

your own pictures under each spotlight.

B __________________________________

U __________________________________

F __________________________________

F ________________________________

Y _____________________________

B __________________________________

U __________________________________

F __________________________________

F __________________________________

Y __________________________________

BLM 5



AdjectivesFind the word in the text which describes each word. Think of a different

word which could have been used in its place. The first one has been done

for you.

AAddjjeeccttiivvee NNoouunn pphhrraassee RReeppllaacceemmeenntt wwoorrdd

thunderous applause noisy

__________________ boards __________________

__________________ coins __________________

__________________ railway yard __________________

__________________ freight train __________________

__________________ grass __________________

__________________ engines __________________

__________________ road trucks __________________

Look at the page that shows Mary’s family greeting Buffy. Write an

adjective to describe each of them.

Name__________________________________________ Date____________________ BLM 6

Mary’s _________________ mother

her _____________________ father

her ____________________ brother

her __________________ grandma

her___________________ grandad

her___________ baby sister Morag



Name__________________________________________ Date____________________

Before and afterThink of something that happens before and after these events.

Brillo and Buffy perform together.

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Buffy eats Bonzo lamb chunks.

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Buffy tries to get a job as a sheep dog.

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Buffy escapes from the Lost Dog’s van.

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Buffy moans at the moon.

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Buffy meets Mary Kelly.

________________________________________________________

Buffy and Mary dance to jigs.

________________________________________________________

BLM 7



Same and differentLook at the inside front and back covers. What is similar and what

is different?

TThheessee tthhiinnggss aarree ddiiffffeerreenntt..

FFRROONNTT BBAACCKK

raining _________________________

Buffy is all alone _________________________

dreary colours _________________________

__________________________ inside

__________________________ Buffy is happy

no money _________________________

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TThheessee tthhiinnggss aarree tthhee ssaammee..

Buffy has a red spotted scarf _________________________

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Name__________________________________________ Date____________________ BLM 8


Title:________________________________________________

Author: _____________________________________________

Introduction: ________________________________________

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Exciting adventure: __________________________________

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What happens at the end: ____________________________

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Name__________________________________________ Date____________________

Buffy’s next adventure

BLM 9



How much money is in the cup?Name__________________________________________ Date____________________ BLM 10

People passing Buffy dropped coins in his cup. Work out the total

that each person gave.

5c + 10c = _______ 50c + 5c = _______

$1 + 10c = _______

10c + 10c + 10c = _______

5c + 5c + 5c + 5c + 5c = _______$2 + 50c = _______

50c + 20c + 10c + 5c = _______

10c + 20c + 5c = _______


lower primary - blake education begins his adventure as the very capable assistant to brillo the...

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