Reading Comprehension: Before reading

Before we dive into reading Matilda, let’s discuss what the cover of the book can tell us. This is a great way to develop reading comprehension before we start reading. Illustrations for Matilda are done by the brilliant Quentin Blake.

Activity 1: Developing comprehension before reading

Using the Before Reading worksheet, split the students in a group of 2-3 and let them discuss:

1. Reflect on the title of the book

2. Reflect on what images appear in the cover of the book

3. Search online (this can be done in advance by the teacher/parent) if there are other versions of the book cover for Matilda and reflect of them too

4. Discuss what you think the book might be about

Self-regulation: When you are feeling hurt

We are reading Matilda. And early on, we’ve read how Matilda’s parents are often very unkind to her, including her headmistress The Trunchbull.

It is never okay to be mean to someone. As a group, let’s discuss how people can be mean sometimes and why they might act in such a way. Of course, understanding why someone hurt us may not solve all our problems, but this is an important conversation to have to stay attuned to our own feelings and emotion which in result helps to self-regulate. 

In the book, whenever Matilda’s father has been unkind to Matilda, Matilda rebels by playing pranks on her family. Although it is normal for children (and adults) to prank as a light jest, it is important to guide our children to teach self-regulation if they have had a bad experience and support their self-regulation practice. So what can we do when we feel hurt?

When you are feeling hurt, here are three things to remind ourselves:

1. Remember it is okay to feel your feelings.

2. You can talk about how you are feeling with an adult.

3. You can try to take a break.

You can download When you are feeling hurt printable.

Activity 2: When you are feeling hurt, quick ways to take a break

Here are a few things you can try next time when you are feeling hurt. Remind your students that they can also reach out to an adult, like their parents, older siblings, a teacher or a teacher’s aid,  if they are experiencing big feelings.

Use the Quick ways to take a break worksheet and list other things you can think of that you can do when you want to take a break.

Self-regulation continued: 5-5-5 breathing exercise

At home, Matilda’s parents are negligent and aren’t involved in things that Matilda is interested in, for example, Matilda’s love for books. At school, things aren’t so cruisy for Matilda either. Although Matilda’s teacher Miss Honey is a lovely and encouraging teacher, the headmistress, The Trunchbull, creates havoc at the school. The kids at the school put up with the terror The Trunchbull spreads. Matilda explains that the kids dare not tell their parents how cruel The Trunchbull actually is because her actions are so horrifying that no adult will probably believe them. These incidents at school are bringing big emotions such as fear to Matilda and other kids at the school.

Last week, in a group we discussed what are few things we can do to take a break when we experience big feelings and emotions. One of the things we can do is take deep breaths. Next try this 5-5-5 breathing exercise with the group and see how you feel.

Activity 4: 5-5-5 Breathing Exercise

Step 1: Take a deep breath in through your nose and breathe out from your mouth. Repeat 5 times.

Step 2: Take a deep breath in through your nose. Hold your breath for 5 seconds and breathe out. Repeat 5 times.

Step 3: Take a deep breath in through your nose. Hold your break for 5 seconds and while you do that think about what you are grateful for today and breathe out. Repeat 5 times.

Download the 5-5-5 Breathing Exercise printable.

Self-regulation continued: Circle of Control

Being a child can sometimes feel restrictive and bounded. We can feel this theme while reading the book Matilda and this is a good opportunity to discuss with the group that there are certain things in life that are within our control while certain things are not. But amidst heightened emotions, we don’t always clearly see this. 

Circle of control is a strategy to self-regulate and a powerful tool for kids to learn early on to focus on things that they can control or influence. It is also a first step to understanding that we may not always have control of our own feelings and emotions but we can take control of whether or not we let these feelings or emotions narrate our actions. 

Activity 5: Circle of Control example

Here is an example of the Circle of Control activity done with a group of students who were nervous about their upcoming exams. 

Using the Circle of Control template, pick a topic that is bothering the group or list things that are in their control and things that are not in their control. Then discuss, if it is worth worrying about the things you really cannot control and what can you do about the things that you can control?

Character Analysis

Matilda is full of characters larger than life. Explain to the group what this expression, “larger than life” means. As the story progresses, let’s take some time to analyse the characters in Matilda.

Activity 6.1: Character Visualisation

Quentin Blake is a well-known illustrator and he has illustrated many other books written by Roald Dahl. Roald Dahl uses vivid words to describe his characters, what they look like, what they do and say. Even the names Dahl has given to his character sends a clue about the character. 

Using the Reflection on Reflection on Illustrations worksheet, ask the group to explain in your own words what they think of Quentin Blake’s illustration style. How would they illustrate their favorite character from the book?

Activity 6.2: Pick an adjective

Divide the group into 2-3 students and assign each group a main character from the book. Using the Pick an adjective worksheet, ask each sub-group to pick four adjectives that describe their character. Adjective is a word naming an attribute of a noun, in this case, a person. A list of adjectives are included in the worksheet for a jump start. 

Discuss in a group why these adjectives were chosen.

Our brains can grow: Challenge yourself

There is no doubt that Matilda is an intelligent girl and for her age but she values learning and spends most of her time reading books. Now, let’s take a pause to discuss with the group whether in the last few weeks they have been curious about how our brain actually works. Would the group be surprised if we tell them that our brains can grow and if we challenge ourselves, we can learn anything. 

Activity 7.1: Our brains can grow - A short video

Play these two short videos to the group.

• LearnStorm Growth Mindset: The Truth About Your Brain - YouTube

• Neuroplasticity - YouTube

After watching the video, ask the group what they think about the following statements:

• Our brain is like a muscle, it can grow!

• Our brain can get stronger and smarter as we keep challenging ourselves and as we keep learning!

• Our mistakes, challenges and struggles are the key ingredients to our success!

Activity 7.2: Fixed mindset vs Growth mindset

It is not correct to believe that people are born with only a certain amount of intelligence and there is nothing we can do to change that, this view is called a fixed mindset. In fact, science tells us that intelligence can be developed with effort and an open mindset to challenges, a growth mindset.

Let’s watch another short video that summarizes the concept of fixed mindset and growth mindset:

Growth Mindset vs Fixed Mindset

Now ask each student to complete the Past learning worksheet. Ask the group if they can recall a time when they wanted to learn something new and they weren’t particularly good at it in the beginning. What did they do? Did they give up right away or did they take any action to learn something new? How did they feel when they were faced with a challenge? How did they feel when they improved or got better at a new skill?

What is your Superpower?

Matilda has a superpower for a while. Miss Honey explains to Matilda that the reason she had the ability to move things with her mind is because she was using so little of her brain power in school. When she moves to the top grade, Matilda loses the superpower because her brain is finally being challenged and she is channeling all her brain power to learning new things.

Activity 8.1: Let’s talk superpower

If you had an opportunity, what superpower would you like to have and explain why? Complete the Superpower worksheet.

Activity 8.2: What superpower do you have?

Superpower can be a skill or a personal trait of someone that plays an important role in our life - they make us feel special, happy and helps do good.

We all have superpower! For example, Devi has a superpower of kindness. She is kind, gentle and attentive towards her friends, her siblings and her family. Ask the group to read more about Devi’s Superpower of Kindness. Then, using What is your Superpower worksheet, ask everyone to reflect on their superpower.

Final Reflection

Now that we have finished reading Charlotte’s web, using the Final Reflection worksheet let’s reflect on the book.

Activity 10: Final Reflection

• What do you think the author wants us to know?

• What is the main takeaway or the moral of the story for you?

• Back up your summary with examples and facts from what you have read.

I hope you enjoyed reading Charlotte’s Web and hope you enjoyed the activities listed in this reading plan.

If you did, check out our reading plans for other classic books, Charlotte’s We and Emil and the detectives. Also keep an eye out on our latest blogs as we read other books together.