an Adventure Story - Blake Education

2.7 Recognise and interpret basic linguistic ... added theatrical effect make magic wands, capes and .... As a class list the things that make the illustration look.
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LT 9 ■ Buffy:

an Adventure Story

Lower Primary

Blake’s Topic Bank

Buffy: an Adventure Story by Bob Graham by Kara Louise Munn

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

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Introduction Synopsis

Literary Techniques

Buffy begins his adventure as the very capable assistant to Brillo the great magician. As Buffy’s talents start to outshine those of his master, he is told to leave the stage and never come back. Buffy begins to search the world for someone who will love him. Finally Buffy realises the importance of being himself and he decides to do what he enjoys. Buffy gets his ultimate reward when he meets Mary Kelly. Mary Kelly and her family fall in love with Buffy and take him home to live with them happily ever after.

Third person narration.

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

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

Major Themes Being yourself, love, jealousy.

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, Albert Whitman & Co, 1994. A world map, preferably one that can be written on with a whiteboard marker.

Assessment Students will:

Speaking and Listening 2.1 Interact in more confident and extended ways in structured and spontaneous situations. ■ Discuss importance of self. ■ Prepare talks for audience.

Reading and Viewing 2.7 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.

Writing 2.9 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.


© Blake Education – Buffy: an Adventure Story Literature Unit

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Into the Book 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 to students.

■ Does the illustration or the text on the back 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 keep dogs. Examples could include guide dogs, sheep dogs, family dogs, police dogs and breeding dogs. Read information texts about working dogs and the qualities of particular breeds. Ask students to think about why families keep dogs as pets. Have a visitor come to school and talk to students