the
SCENT
of
APPLES
TEACHERS’
NOTES
The Scent of Apples Teachers’ Notes
Page 1
CONTENTS
CHAPTER ONE
CHAPTER TWO
CHAPTER THREE
CHAPTER FOUR
CHAPTER FIVE
CHAPTER SIX
CHAPTER SEVEN
CHAPTER EIGHT
CHAPTER NINE
CHAPTER TEN
CHAPTER ELEVEN
CHAPTERS TWELVE–THIRTEEN
CHAPTERS FOURTEEN–FIFTEEN
CHAPTERS SIXTEEN–SEVENTEEN
CHAPTER EIGHTEEN
CHAPTERS NINETEEN–TWENTY
POST-READING ACTIVITIES
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
11
Teachers’ notes compiled and written by Hera Howell.
The Scent of Apples Teachers’ Notes
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CHAPTER ONE
COMPREHENSION
1. Who is Patrick?
2. What does Libby’s family grow and what do they make?
3. Libby refers to her room as a ‘pink mausoleum’ (p. 13). Where do you think she would rather be?
DISCUSSION
1. What do you think of Libby’s observation that when you tell a lie ‘… half of it stays behind to haunt
you.’ (p. 2)? What does she mean by this?
2. Who is Libby closest to in her family? Who does she get on with the least? Find examples in the first
chapter to support your answer.
SUGGESTED ACTIVITIES
1. Find a quote for each of the following characters that tells us something about their personality or
characteristics:
a. Poppa
b. Dad
c. Mum
d. Libby
2. The author uses the language features of similes and metaphors in the first chapter to help us better
picture the scene. Find two examples of each in the chapter. Try writing a short passage about a
place that is familiar to you, using your own similes and metaphors.
CHAPTER TWO
COMPREHENSION
1. Why did Libby like the gift from her father the previous year?
2. What did Libby do for her ‘side’ party in the previous year?
3. Why does Libby climb the apple tree?
4. What happens to her poppa?
DISCUSSION
1. Libby and her poppa have an interesting way of naming paddocks. Who doesn’t like the way they’ve
named them? Which family member uses Libby’s way and another way? What does this tell us about
these characters?
2. Which two characters do you think will be most affected by what happened to Libby’s poppa? Why?
SUGGESTED ACTIVITIES
1. Think about the name of your street or the place you live. If you could rename it, what would it be?
Explain your choice.
The Scent of Apples Teachers’ Notes
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CHAPTER THREE
COMPREHENSION
1. What do the doctors say about Libby’s poppa? What about her nan? What does Libby think is wrong?
2. Why does Libby feel angry when she finds out her poppa left plans for his funeral?
3. Why doesn’t Libby want to go into the barn?
DISCUSSION
1. What do you think Libby means when she observes ‘… the hungry eyes and faces that turn to stare at
me.’ (p. 22)? What are they ‘hungry’ for?
2. When Libby hurts herself, her mother doesn’t want anyone to know. Why do you think this is?
3. What do you think of Libby’s mum telling her to ‘stop feeling sorry for herself’ (p. 30)?
SUGGESTED ACTIVITIES
1. It took her poppa’s death for Libby to understand the grief and loneliness that her neighbour, Mr
Lancaster, felt (p. 24). Write a paragraph about a time you truly felt and understood one of the
following:
a. Grief
b. Hope
c. Relief d. Jealousy
CHAPTER FOUR
COMPREHENSION
1. What is Libby’s explanation for pulling her hair out?
2. How does it make her feel when she has to hide the bald patch on her head?
3. Why doesn’t Libby talk to Toby about what she is doing?
DISCUSSION
1. There is strain on Libby’s parents’ relationship. What specific evidence is there of this in this chapter?
2. Libby’s parents believe that a nursing home is the best place for her nan. Do you agree? Why/Why
not?
SUGGESTED ACTIVITIES
1. Imagine preparing a breakfast tray for your favourite person. What would be on your tray and why?
Draw and label your tray if you choose.
2. Imagine that Libby had told Toby about what she was going through. Write what she would say to
him.
The Scent of Apples Teachers’ Notes
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CHAPTER FIVE
COMPREHENSION
1. Who finds out about Libby pulling her hair out?
2. How does Libby feel about being found out?
3. What is her mum’s reaction?
4. At the doctor’s, Libby doesn’t explain why she is pulling her hair out. Why not?
DISCUSSION
1. Do you agree with the doctor giving Libby medication? Why/Why not?
2. What does Libby mean by, ‘Yeah, I’ve stopped pulling but I’m the sacrifice.’ (p. 65)?
SUGGESTED ACTIVITIES
1. Illustrate the scene in the doctor’s office (pp. 60–62). Choose an appropriate quote from the chapter
to complement your illustration.
2. Imagine that you are the doctor. Write the notes that you would jot down as you talked to Libby and
her mum.
CHAPTER SIX
COMPREHENSION
1. How does Libby end up in hospital?
2. Who found Libby unconscious?
3. Where do Libby’s parents want to send her?
DISCUSSION
1. How do Libby’s mum and dad react when they bring Libby home from the hospital? What do you
think they are feeling? How does this compare with Toby’s response to Libby?
SUGGESTED ACTIVITIES
1. Make a list of everyone who has let Libby down so far in the novel. Make brief notes detailing how
for each one.
The Scent of Apples Teachers’ Notes
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CHAPTER SEVEN
COMPREHENSION
1. What is the name of the school?
2. Libby feels lonely when she first arrives at the school. Does this feeling improve when the first girls
arrive? Why/Why not? Find a quote from the text to support your answer.
3. What promise does Libby break on her first night?
DISCUSSION
1. What do you think about Libby’s parents sending her to boarding school?
SUGGESTED ACTIVITIES
1. Can you remember the last time you were in a similar position to Libby, where you didn’t know
anybody? How did you feel? What did you do? What advice would you give about overcoming
shyness? Share your answers with the class. 2. Make a pamphlet containing important information and advice for newcomers to your school.
CHAPTER EIGHT
COMPREHENSION
1. Who is Charlie?
2. Why did Charlie miss the assembly?
3. How does Libby describe Charlie’s arrival?
DISCUSSION
1. In pairs, discuss and make a list of Libby and Charlie’s similarities and differences.
SUGGESTED ACTIVITIES
1. What photos or pictures do you have on your walls? Describe who or what is in some of them and
why they are important to you or your family.
The Scent of Apples Teachers’ Notes
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CHAPTER NINE
COMPREHENSION
1. What upsets Charlie at the end of the day?
2. Why doesn’t Libby go for a swim?
3. Who gave Charlie her ‘book of thanks’ and what does she put in it for the day?
4. What two reactions does Libby have as a result?
DISCUSSION
1. What would you put in your ‘book of thanks’ for today?
SUGGESTED ACTIVITIES
1. In Chapter Eight Charlie comments that, ‘There’s no way this dormitory matches the pictures on the
brochure.’ (p. 83). Design a brochure that shows us Hunterview College from Charlie’s perspective.
2. Try keeping a ‘book of thanks’ for a week. On completion, evaluate the process.
CHAPTER TEN
COMPREHENSION
1. What does Libby flush down the toilet?
2. Why does Libby envy Charlie?
3. What reason does Charlie give for not wanting to be a ‘Queen Bee’?
DISCUSSION
1. Libby states that, ‘After talking to Mum I feel like I’ve been robbed, like a blood transfusion in reverse.’
(p. 101). Find comments in the phone conversation between Libby and her mum (pp. 99–101) that
might make Libby feel this way. Explain your choices.
2. According to Charlie, how is a ‘Queen’ selected (p. 101)? Do you agree with Charlie about how
leaders are chosen? Explain your answer.
SUGGESTED ACTIVITIES
1. Imagine Charlie sending a postcard home. Design the postcard. Make sure to include what Charlie
would write on it about the school and about meeting Libby.
The Scent of Apples Teachers’ Notes
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CHAPTER ELEVEN
COMPREHENSION
1. What does Libby’s mum tell her when they arrive home?
2. Why does Libby want to take the teapot to her nan?
DISCUSSION
1. Libby’s mum doesn’t like public displays of affection. What is your family like? Describe how you
think they would react to seeing you again after time apart.
2. What do you think about Libby’s claims that her mum ‘doesn’t like Māoris’?
3. Toby says that ‘… a rainbow always follows a storm’ (p. 112). What do you think a ‘rainbow’ could be
for Libby? Make a prediction about something positive that could happen for Libby in the novel.
SUGGESTED ACTIVITIES
1. The barn brings back memories of Libby’s poppa. Her nan’s teapot also triggers memories for Libby.
Think of someone special in your life. Draw an object that is strongly associated with that person and
explain its significance.
CHAPTERS TWELVE–THIRTEEN
COMPREHENSION
1. What bad news does Libby receive when she returns to school?
2. What is one piece of advice that Charlie gives Libby about her dad leaving?
3. Where does Libby end up going for the weekend?
4. What lie does Libby tell her mum?
DISCUSSION
1. Do you agree with Libby’s theory that perhaps ‘… it’s impossible for two people who don’t truly love
each other to produce a healthy happy child’ (p. 114)?
2. Using a Venn diagram, record the similarities and differences between Charlie’s family and
Libby’s family.
SUGGESTED ACTIVITIES
1. Write or role play the phone conversation that Matron and Charlie’s mother could have had when
Matron tells Charlie’s mum that Charlie needs to change (pp. 116–117).
2. Illustrate the scene as Libby arrives in Whāingaroa. Make sure to use some of the details given at the
beginning of Chapter Thirteen.
3. Imagine Charlie visiting Libby. Write a description of her arrival at Libby’s house.
The Scent of Apples Teachers’ Notes
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CHAPTERS FOURTEEN–FIFTEEN
COMPREHENSION
1. What happens when the girls go fishing?
2. Write down one thing that Charlie says in response to Libby’s confession that she pulls her hair out.
3. What does Charlie’s family’s saying ‘you better go pick some plums’ (p. 147) mean?
4. Why does Hautai have to ring Libby’s mum?
DISCUSSION
1. Koro tells Libby to throw the first fish back as an offering to the gods. What rituals does your family
or culture have?
2. Choose one piece of advice that Charlie gives Libby on pages 146–148 to discuss further. You could
explore why you chose it, how you think it could help Libby, and who else, in real life or in the novel,
could benefit from the advice.
SUGGESTED ACTIVITIES
1. Eva Rickard (discussed on page 134) was a real person. Complete some research on her and give a
summary of your findings to the class.
2. Harakeke (flax) is one of many rongoa Māori (traditional Māori medicines). Research some of its
uses. Find out about one other rongoa Māori and share your findings with the class.
3. Illustrate the scene where Libby confesses to Charlie that she pulls her hair out (pp. 145–146). Use a
quote from the chapter as part of your illustration. Refer back to the description of the girls’ room on
page 124 to help you.
CHAPTERS SIXTEEN–SEVENTEEN
COMPREHENSION
1. What is the name of the plant that Charlie picks for Libby’s sting?
2. Charlie’s discovery of a rare plant was seen as a sign by Koro. What two things did he believe as a
consequence?
3. What is ‘Trichotillomania’?
DISCUSSION
1. Explain what Koro means when he says, ‘If you hold on too tight to the past, Libby, the future can’t
come in.’ (p. 163).
2. Why is Libby amazed by what Wetekia tells her?
SUGGESTED ACTIVITIES
1. Undertake an Internet search of the word ‘Trichotillomania’. Record five facts that you found out
about the condition as a result.
The Scent of Apples Teachers’ Notes
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CHAPTER EIGHTEEN
COMPREHENSION
1. What did Libby mean when she said that, ‘Patrick was the lucky one!’ (p. 170)?
2. What happened as a direct result of Libby saying this?
DISCUSSION
1. In what ways did Patrick’s death and the following events affect Libby’s future relationship with her
mum (pp. 176–178)?
2. How and why has Libby and her mum’s relationship changed by the time they finally leave Charlie’s
home?
SUGGESTED ACTIVITIES
1. Libby had an interesting stay with Charlie and her family and, on leaving, was given gifts by Charlie
and her brothers. Write about what activities you would do and what you might give as a leaving gift
if you had a new friend to stay at your house.
2. Imagine you are a reporter for the local newspaper in Whāingaroa. Having heard about the fishing
and car accidents, you write an article about both incidents. You may make up further details to
make your article sound more authentic.
CHAPTERS NINETEEN–TWENTY
COMPREHENSION
1. What does Libby say is the ‘eighth wonder of the world’?
2. What happens to Libby’s nan?
3. Why is it so significant that Libby goes to the barn?
DISCUSSION
1. What do you think Libby pulling out the kōwhai branch (pp. 179–180) symbolises?
SUGGESTED ACTIVITIES
1. Find out about the Seven Wonders of the World.
The Scent of Apples Teachers’ Notes
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POST-READING ACTIVITIES
RESEARCH TASKS
CAREER QUEST
At the end of the novel, Libby is starting to look to the future. By realising what
she is passionate about, Libby decides on a career path. Make a list of the things
you are passionate about. Find out what career you could have that incorporates
some of these passions. What skills and education will you need to embark on
this career? If you have access to the Internet, try www.kiwicareers.govt.nz as a
starting point.
MĀORI MEDICINE
Research rongoa Māori (Māori traditional medicine) and prepare a wall display.
Make sure to include information on what plants are used, what they look like,
where they can be found, how they are applied and what they are used for.
OMG, it’s OCD
Research obsessive–compulsive disorders. You may present your findings as
a wall display or as a talk to the class. Make sure to include information on
symptoms, causes, effects and cures.
DESIGN TASKS
BOOK COVER
After studying the novel’s book cover, design your own cover. Use your
knowledge of the book as a guide to what images, colours, words and fonts to
use.
POSTER
Imagine that the novel is to be turned into a movie. Design the poster for the
movie, using one of the following quotes (or one of your own choice) from the
novel as the tagline:
‘If you hold on too tight to the past, the future can’t come in.’
‘The families that look like “normal” are probably the biggest liars.’
COMIC
Draw a comic strip detailing the main events of the novel.
CREATIVE RESPONSE TASKS
POEM
Write a poem about one of the following:
• grief;
• friendship;
• a special person or place.
PLAY
Choose a scene from the novel to act out. Film the scene or perform it in front
of the class. You may put in your own dialogue or other features for dramatic
effect.
The Scent of Apples Teachers’ Notes
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ESSAY/PARAGRAPH RESPONSE TASKS
a. How did one of the characters from the novel help you understand the effects of grief? Use examples
from the novel to support your answer.
b. In what ways was Charlie an important character in the novel? Use examples from the novel to
support your answer.
c. Choose one significant event in the novel. Why was it important? Use examples from the novel to
support your answer.
d. What do you think the author’s main message was? Use examples from the novel to support your
answer.
e. Write a review of the novel suitable for publication in a teenage magazine.
f. Compare and contrast The Scent of Apples with another novel you have read. You may want to
comment on:
• style;
• theme;
• setting;
• character.
The Scent of Apples Teachers’ Notes
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