LT2 ■ Buzzard Breath

& Brains
Upper Primary
Blake’s Topic Bank

Buzzard Breath
& Brains
byJames Moloney

by Lynne Sung

Each literature unit contains:

■ 8 pages of teaching notes
■ Activities to take students into the book,
throught the book and beyond the book
■ Discussion questions
■ 10 practical blackline masters
■ National Profile outcomes
Introduction
Synopsis Grammar Focus
When the Principal’s prize rose garden is vandalised the Use of first person singular pronoun
blame is sheeted to the school bully, Tony, and his friend I as narrator.
Rex. On this occasion they are innocent so through
intimidation they set out to find who has set them up. Useful Resources
Natalie, Rex’s popular cousin, finds out the truth and Begin a collection of the other works of James Moloney.
determines to clear her cousin’s name. In the process, she Have these available for students to read in spare time.
and Rex are allied. Rex begins to realise that bullying
does not win him any friends. The climax arrives when
he is forced to choose between supporting Tony in his Assessment
intimidation or supporting a would-be friend.
Students will:
Through the experiences in the story Rex, who lacks
Talking and Listening
self-esteem and is isolated in the group, becomes a
4.1 Interact confidently with others in a variety of
confident group member and friend and is finally able to
situations to develop and present familiar ideas,
stand up to his bully brother. Natalie becomes aware of
events and information.
her uncaring, superior attitude to Lucy Harrington and
■ Listen to the reading and recall details of
grows into a more thoughtful person.
characters.
■ Present a point of view and talk about solutions
Reading Level to a problem.
Upper Primary, whole group listening, small group and ■ Practise and present a role play.
individual reading. Reading and Viewing
4.5 Justify own interpretation of ideas, information
Overview of Unit and events in texts containing some unfamiliar
This unit focuses on the relationships between concepts and topics and which introduce
characters as they interact during the events that are relatively complex linguistic structures and
described. Ideas about the importance of friendship and features.
trust are introduced in the Into the Book section. The ■ Find information about a character.
activities in the section Reading the Book explore these ■ Make inferences based on knowledge of a
notions in more detail as well as developing further character.
knowledge about how narrative texts work. The Beyond 4.6 Explains possible reasons for people's varying
the Book section allows students to explore other works interpretations of a text.
by the same author to develop a deeper knowledge of his ■ Discuss their own and other interpretations of
work. The Integration section suggests opportunities for relationships in the novel.
teachers to link this novel with other areas of the 4.7 With assistance, identifies and discusses how
curriculum. linguistic structures and features work to shape
readers' understanding of texts.
Major Themes ■ Identify the structure of the novel.
Friendship, bullying, honesty, confidence and self-esteem. ■ Identify the author’s purpose.
Writing
Literary Techniques 4.11 Controls most distinguishing linguistic
Told from the point-of-view of the two main characters, structures and features of stories.
Rex and Natalie, who are cousins. The story is narrated ■ Understand and use first person narrative using
through the voice of the characters in alternate chapters pronoun ‘I’.
written in the first person.

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Into the Book
1 Issues 3 Being a good friend
Make up a series of question cards to display around Explain that there is an
the room for about a week before you plan to begin expression to describe a particular kind of friend.
reading Buzzard Breath & Brains. The questions Sometimes people are called ‘fair weather friends’.
should set students thinking about the kinds of Have students suggest what this expression might
issues the book raises. Questions might include: mean. Give students time to reflect upon a time
■ What if your best friend was a bully? when they showed their friendship thorough their
■ What if you had to go to a party wearing actions. Ask them to record that event on BLM 2
something you hated? and explain how their own actions showed the
■ What if your friend is blamed for something degree of their friendship. The information can
they did not do? remain private but students can share generalised
■ What if you find you really like your teacher? ideas in the whole class group.
■ What if everyone deserts you because you
are a bully? 4 Author please
The book explores notions about friendship, Gather the class together and ask what students
bullying and power in school group dynamics. know about the author, James Moloney. Relate
Introduce a discussion of these ideas through the information found inside the front cover of Buzzard
questions that you have already displayed around Breath & Brains about this prize-winning author.
the classroom. Conduct a general discussion with List the books by this author that students have
the class about situations like these in which read. Ask individuals to briefly talk about the
members of the class have found themselves. books they have read. As a group, identify some of
the common themes of this author’s work. Suggest
2 Friendship that students talk with the school librarian about
Ask students to try to define what a friend is. List the author and ask for more books and information
the suggestions that students offer. Pose the about him.
question, ‘Do you reject a friend just because there
are some things about him/her that you do not
like?’.
Distribute BLM 1. Have students consider and
write what makes them a good friend to someone
and the things they like and dislike about the
person they consider to be a best friend. The
information recorded should be treated with
respect so it is not necessary for students to show
anyone what they have written.
Bring the class together to discuss the qualities
that make a person a good friend. Record other
ideas that students put forward.

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Reading the Book
Chapter 1 to students. Ask them to identify
the characters that have been
This chapter introduces the main characters Rex and
introduced in the blurb. List the names
Natalie and gives background information about their
on a black or whiteboard.
relationship, and their relationships within their families.
Explain that the first chapter is titled ‘Natalie’.
Questions Explain that you will read the first chapter to the
■ Who are the main characters students and that when you are finished they will
in this book? try to note everything they can about the
■ How are these characters related characters.
to one another? Ask students to listen carefully while you read
■ What do we know about Rex’s family? the first chapter.
■ What do we know about Natalie’s family? When you have completed reading, add any
■ Why does Natalie think that boys should new characters to the list already begun. Beside
be put to sleep when they turn twelve and each one record any information that the students
woken up when they are twenty? can recall about the characters, for example, Rex
Session 1 has two older brothers, Kerrod and Harry.
Introduce the book Buzzard Breath & Brains. Session 2
Explain that this is a book by James Moloney. In groups, have the students discuss the following:
Show the cover and ask students to predict what In the story Natalie has to wear a dress that she
this book might be about. Talk about the word does not like because it will hurt her aunt’s
buzzard in the title. Make certain students feelings if she refuses. Think of a time when you
understand the meaning of the word. Ask students have had to do something that you really did
to talk about what the word makes them think of not want to do. How did it feel to be in that
and to imagine what a buzzard’s breath would be position and what did you do? How could you
like. Ask them to suggest what the title might be get out of a situation like this?
referring to. Have students come back as a whole class and
Turn to the back of the book and read the blurb share some of the discussions.

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Chapter 2 Chapters 3, 4 and 5
This chapter enlarges on the character of Rex and In these chapters the reader gains a
allows the reader to see Rex in the context of school. It picture of Natalie at school and her relationships with
also introduces the teacher, Ms Silec, who becomes an her friends. The character of Tony O'Brien is also
influential character later in the book. introduced and the reader begins to get a picture of the
Questions group dynamics of the class. Tony, the bully,
■ What do you know about Ms Silec?
intimidates Lucy Harrington who is treated as on
Find the part in the book that describes outsider by the girls.
her appearance. Questions
■ What kind of teacher is she? ■ What opinion do you think most people
How do you know this? at school hold about Rex?
■ What is Rex’s opinion of himself? ■ Explain the title, Buzzard Breath &
■ Why do you think he thinks this way? Brains.
■ Why do you think the girls in the class ■ What kind of friend is Tony? Justify your
accept the teacher quickly? answer.
■ In your opinion, should Rex remain
Session 3
Divide the class into small groups to read to the friends with him? Why or why not?
end of Chapter 2 and then complete a character Session 4
profile for Rex (BLM 3). Explain that they may Have students read to the end of Chapter 5. In the
need to read both Chapters 1 and 2 again to get all last paragraph of the chapter the words in the title
the information they need. Gather the class Buzzard Breath & Brains are referred to. Distribute
together and talk about the things students BLM 4. Ask students to write in their own words
recorded on the profile. Suggest that students keep what they think the title means and also suggest an
this profile as they may want to add more alternative title based on their knowledge of the
information as they read more of the book. book so far.
Session 5
The book is told from the perspective of the two
main characters, Natalie and Rex. As a class
discuss what first person narration means by using
an extract from the book as an example. Point out
that sentences in the book contain the first person
pronoun I and give one person’s view of events.
Have students read the last two paragraphs of
Chapter 5 again. Then have them imagine that they
are either Tony or Lucy and rewrite these paragraphs
from the point of view of one of these characters and
using first person narration. (See BLM 5.)

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Chapters 6 , 7 and 8 Chapters 9 to 14
Natalie sees Rex in a new light. She begins to realise Natalie gains the help of Ms Silec in
that Rex has been framed by someone and she her quest to get Rex exonerated. Ms Silec will help if
determines to find out who it is. The reader is given Natalie promises to return the favour by including Lucy
insight into the relationship between Kerrod and Rex, Harrington in her group. Although Natalie is reluctant at
and Rex’s relationships with his parents. first, she has no choice. However, when the time comes
Questions to choose players in a netball game against the boys,
■ Natalie decides she must find out who
Natalie deliberately leaves Lucy out. At first it appears
destroyed the Principal’s rose garden. that the girls will easily win the net ball game but when
What happens in the story that makes Ms Silec joins the boys side the score is evened. It is
her so determined? Lucy’s final shot that wins the game for the girls.
■ What does Natalie think about Rex and
Ms Silec reprimands Natalie for her negative
his friendship with Tony? How do you approach to Lucy and makes her agree to accept an
know this? invitation to Lucy’s birthday party. This puts Natalie in
■ Rex says that being around Tony makes
a dilemma as she will be forced to wear the frilly party
him feel big. What do you think he dress that Aunty Jane has made for her. But Natalie
means by this? has more important things to think about as she finds
■ Why does Rex have trouble talking to his
out from Peter McNeill who is really responsible for the
dad about his problem with Kerrod? rose garden fiasco.

Session 6 Questions
■ What does the netball match reveal about
Draw the class together and discuss the
relationships that exist in Rex’s family. Begin to Natalie’s character and her attitude to the
construct a diagram which shows these girls in her class?
■ What words would you use to describe
relationships. Assist students to come up with
words appropriate to describing the relationships, Natalie’s personality?
■ What would you do if you were Peter or
for example on the arrows between Rex and his
mother the words trust and protection might appear. Lucy and you were left out of a team?
■ How does Ms Silec’s intervention in the
Once the idea of the diagram has been introduced,
have students complete one individually using game change the result?
■ What effect did the game have
BLM 6. This will allow you to gain insight into
students’ understandings of these relationships. on the class?
■ How did it affect Rex’s attitude
Take time to move about the classroom talking
with students about their work. Ask them to give towards Peter?
■ What happened to Lucy as a result
reasons, based on the knowledge of the text, for
their choice of words. of the match?
■ In your judgement, what kind of person
is Peter?
■ Why does Rex begin to doubt whether
Tony is really is friend?

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Session 7 McNeill and Mr Pascoe, between
Have students use BLM 7 to write their thoughts Ms Silec and a teacher in the
about how the netball match changed how the staff room, or between Rex’s parents and
members of the class thought about one another. Kerrod. They can use BLM 8 to draft their
Then bring the group back together and discuss the dialogue.
relationships. Have students construct a short dialogue to
present to the class as a role-play with each student
Chapters 15 to 17 taking a part. Suggest that students talk about their
Lucy comes to the rescue and provides Natalie with a presentation and make notes before attempting to
perfect answer to her party dress problem. Rex is finally write. If students wish to add stage directions they
able to stand up to his bullying brother, Kerrod, and he may. Allow time for students to prepare their role-
also realises that he can stand up to Tony. play presentation and then have them present
them to the class.
Questions
■ What is it that finally makes Rex realise
that he no longer wants to be around
Chapter 18
Tony? The story reaches a climax in this chapter. Rex
■ How does Rex feel when he is finally able
overcomes his fear and dependence on Tony and makes
to tell his parents about Kerrod’s friends with Peter.
intimidation? Questions
■ Explain in your own words how Kerrod ■ Why does Rex stay at the creek?
and Tony are similar. ■ If you were Rex, how would you have
■ What changes do you see in Rex up to acted in this situation?
this point in the story? ■ Is this a satisfying ending to the story?
Session 8 Is so, why? If not, why not?
■ How will things change for Rex now?
Select a section of the book in which two
■ How will things change for Peter?
characters are having a conversation, for example
Rex and Natalie talking about the party dress in Session 9
Chapter 6. Photocopy these pages and mark the Revise the structure of a novel. Then have students
words spoken using underline or marker pen. Ask work in pairs to use BLMs 9 and 10 to identify the
for volunteers to play the parts of Rex and Natalie. parts of this novel that make up the narrative.
Have them use the underlined words as a script. Discuss the results of the activity. Notice that the
Demonstrate how this conversation might look resolution comes very close to the end of the book.
if it were written as a play script. Show students Point out that this is a device to build interest and
how a script uses the names of the characters and encourage the reader to read on. Students may be
records the actual words they say. The other able to identify other novels like this one.
information in the novel text can then become
stage directions.
Use one or two more examples from the text.
Then ask students to work in pairs and imagine a
conversation that might have taken place between
two characters, for example, between Peter

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Beyond the Book
1 Review 3 Author study
Now that students have studied the book closely, Encourage students to read other
they should have been able to form an opinion of books by the same author. Then use the knowledge
it. Revise methods of review writing and then ask they gain to conduct an author study. Have students
students to write their own review of Buzzard record details such as the themes of James
Breath & Brains for publication in the library. Moloney’s novels, development of characters,
Explain that their opinion of the book will allow similarities and differences in the types of characters
other students to gain some idea about the novel he writes about, similarities and differences in the
and the author and they may be encouraged to read situations in which he puts his characters. Organise
the book too. small discussion groups to talk about aspects of the
novels such as characters that are like real life
2 Poster people that students may know and situations that
Have students design a poster to be displayed in a are similar to those that students have experienced.
prominent position. Talk about the need to ‘sell’
the book to others using a few apt descriptions and 4 Author visit
bright attractive presentation. Discuss possible If possible, arrange for the author to visit the school
illustration that will give further insight into what to speak with students. Have students compile a list
the book is about. These need to attract attention of questions that they would like to ask this author
and give a lot of information in a few words. Talk about aspects of his work and his writing. If it is not
about ways to do this. possible to arrange a visit, students could make an
audio tape of these questions and send them to the
author, via the publisher, requesting answers.

5 Poetry
In Chapter 5 of the novel two humorous poems are
featured. Use these as a springboard for the study of
poetry. The poem about the boys describes them as
they are in the beginning of the novel and is
disparaging. Both characters have made changes
during the course of the novel. Have students
construct a poem that describes the characters as
they are at the end of the novel. These may be a
little kinder in their descriptions.

6 New cover
Arrange for groups to discuss the changes that have
taken place in the characters and come up with a
new title which reflects these changes. Ask them to
design a new cover on which to put their new title.
The cover should reflect another important aspect
of the novel.

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Integrated Activities
1 Nicknames 4 Hints for teachers
In this novel the character Lucy Harrington is Ms Silec has a very positive
given the nickname Juicy Lamington. She is approach to her students and her teaching. Discuss
excluded from a group of girls in her class and the Ms Silec's approach and talk about why she is liked
nickname serves to make fun of her and alienate by the students. Have students form into groups to
her further. Talk with students about the effect of draw up a list of ‘handy hints for teachers’ to help
name calling. Sometimes nicknames can be an them to ensure a positive relationship with their
expression of friendship and express affection. In students. Bring the lists together to compare.
this case a nickname is not destructive. Have
students share their own nicknames if they choose 5 Portraits
to do so. Art can be used as a way of encouraging students to
express their emotions about others. Present a
2 Behaviour guidelines number of portraits by well known artists. Talk
Students like Tony can cause problems for all who about how a portrait encapsulates the subject and
are associated with him. Have the students divide usually has a way of telling a lot about that person.
into groups and discuss ways in which the This can be through objects in the artwork that are
behaviour of someone like Tony could be modified. associated with the person, through colour
Draw the group back together and discuss the ideas expressing personality traits, or through facial
that students have come up with. Suggest that expression and choice of stance. Have students
drawing up a set of guidelines for group behaviour work with someone that they like. Ask them to
might be useful. Jointly construct a list of useful make an initial drawing of that person’s face,
guidelines for this behaviour. Make certain that looking for detail of shape, eye and hair colour,
students do not use the words do not in their measuring distances of parts of the face as markers
guidelines but rather phrase the ideas in positive for their drawing. Then have students make a
statements, for example Treat all group members with painting of the person which shows something
respect. When complete, display these guidelines about them. They can use the ways suggested above
for all to see and use. or any other ways that they think will show the
personality or character of the person. When
3 Bullies artworks are complete, frame them and display for
Discuss ways of dealing with bullying behaviour. all to see. If artists wish to talk about their
Examine the reasons for Rex’s bullying behaviour. painting, encourage them to do so.
Talk about the way he is treated by his brother and
talk about the connection with his own behaviour.
Identify strategies that might be used to deal with a
bully. Encourage students to discuss bullying
incidents in their own experience but be mindful of
the emotional stress which this might cause for
some children.

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Name __________________________________________ Date ____________________ BLM 1

Friends
Me My friend
Things I like about myself as a friend Things I like about my friend

Things I could change about myself to be Things I would like to change

a better friend about my friend

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Name __________________________________________ Date ____________________ BLM 2

Being a good friend

We show our friendship for someone through our actions.
Think of a time when you have shown yourself to be
a good friend.
Write about what you did to support your friend
or show your friendship.

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Name __________________________________________ Date ____________________ BLM 3

Character Profile
Fill out the character profile for Rex, based on your knowledge from the text. If
you are not sure about some of the details you may have to make them up. Just
make sure that whatever you put down matches the kind of person Rex is.

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mother’s name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Father’s name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Brothers and sisters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appearance
Hair. . . . . . . . . . . . . . . . . Eyes . . . . . . . . . . . . . . . . Height . . . . . . . . . . . . . . .

Class in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

...............................................................

Best friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

...............................................................

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Name __________________________________________ Date ____________________ BLM 4

Title
Use this page to explain why you think the author chose this title.
Do you think it is an appropriate title? Why?

Suggest an alternative title and explain why you think

your title is a good substitute.

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Name __________________________________________ Date ____________________ BLM 5

Point of View
Read the end of Chapter 5 again. Imagine you are either Lucy or Tony.
Rewrite the last two paragraphs as if you are one of those characters.
Use the pronoun ‘I’ and try to use language that you think
your character would use to describe the scene.

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Name __________________________________________ Date ____________________ BLM 6

Relationship Diagram
Complete the relationship diagram adding all the information
you know about what the characters feel about one another.

Mother Father

Rex

Harry Kerrod
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Name __________________________________________ Date ____________________ BLM 7

Relationships
Since the netball match things have changed between
some of the characters in the story.
Describe in your own words the changes that have taken place
between the following sets of characters.
Rex and Peter

Natalie and Peter

Natalie and Rex

When did Natalie’s relationship with Lucy change and why?

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Name __________________________________________ Date ____________________ BLM 8

Dialogue
Choose two characters and write the conversation that you think
happened between them.
Think about:
☞ the kind of people your chosen characters are
☞ the situation and their possible reactions to it.
Draft your dialogue here.

Characters ______________________ and ______________________

DIALOGUE

___________________________ ______________________________________________________
(Character’s name) (Opening words of dialogue)
______________________________________________________
______________________________________________________
___________________________ ______________________________________________________
(Character’s name) (Answer)
______________________________________________________
______________________________________________________
______________________________________________________
___________________________ ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
___________________________ ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
___________________________ ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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Name __________________________________________ Date ____________________ BLM 9

Structure
Cut up the sentences from BLM 10 and put them into
the part of the structure where you think they fit.

Setting

Complication or problem

Series of events

Resolution

Coda or ending statement

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Name __________________________________________ Date ____________________ BLM 10

Structure
✃
The characters are introduced. We know that Rex is bullied by his brother
and also bullies others when he is playing with Tony.

✃
His cousin, Natalie, does not like the dress Aunt Jane is making for her.

✃
Both are accused of destroying the Principal’s rose garden.

✃
Natalie decides to help him find the real culprit.

✃
Natalie is a powerful character who leads a group of classmates.

✃
A netball match supported by the teacher shows some changes
in the relationships of the characters.

✃
Natalie and Rex save Peter McNeill from intimidation by Tony.

✃
Rex no longer suffers Kerrod’s bullying.

✃
Natalie goes to Lucy’s party as Alice in Wonderland.

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