Strategic Teaching Guide for Matilda

Author: Roald Dahl

By Brooke Wean

Table of Contents
Section 1...Chapter 1....Page 2
Section 2...Chapter 2....Page 3
Section 3......Chapter 4.Page 4
Section 4...Chapter 6....Page 5
Section 5...Chapter 7.......Page 6
Section 6...Chapter 10....Page 7
Section 7......Chapter 11....Page 8
Section 8...Chapter 14.......Page 9
Section 9...Chapter 15....Page 10
Section 10...Chapter 16.Page 11
Section 11...Chapter 17.Page 12
Section 12...Chapter 20.Page 13
Appendix
Section 115, 16
Section 2....17, 18
Section 3..19
Section 420, 21
Section 5...22, 23
Section 624, 25
Section 7 (example attached)..26
Section 8 (example attached)..27
Section 928, 29
Section 10.30, 31
Section 11.32-35
Section 12.36, 37
References..38

Chapter 1
Vocabulary words:
Basin (p. 7)
Abdomen (p. 8)
Periodical (p. 9)
Enlightened (p. 11)
Formidable (p. 18)
Activity: KWL Chart
Purpose: The KWL chart is a comprehension activity that
will allow students to access their prior knowledge before the
reading, make connections during their reading, and apply
the new material after the reading.
Questions:
1. Who were the main characters in this chapter?
(remember)
2. What ideas show that Matildas parents do not pay
much attention to her? (understand)
Directions: Before students begin reading each student will
independently complete the Know portion of the chart with
what he/she already knows. During the reading each student
will complete the Want to know box with a question he/she
has about the reading. After the reading each student will
complete the Learned portion of the chart with an answer
to his/her question.
Materials:
1 copy of KWL chart for each student
Pencils for each student

Chapter 2
Vocabulary words:
Tamper (p. 23)
Penicillin (p. 24)
Speedometer (p. 24)
Activity: Probable Passage
Purpose: Students will be able to use key words from the
text to predict the main idea of the text. This vocabulary
activity is a before reading strategy. The predictions will help
students actively think about their reading.
Questions:
1. What questions would you ask in an interview with
Matildas father? (apply)
2. Compare and contrast the relationships that Mr.
Wormwood has with Matilda and her brother Michael.
(understand)
Directions: Students will be given a list of 8-15 vocabulary
words. Students will do a think pair and share activity. First,
the students will think independently about how the words
could be connected. Then, each table group will share their
thoughts with each other and come up with one sentence
that uses as many of the words and sums up the main idea
of the passage.
Materials:
1 probable passage worksheet for each student
Pencils
Students should be sitting in table groups

Chapter 4
Vocabulary words:
Marvelous (p. 43)
Seized (p. 46)
Sooty (p. 48)
Activity: I Have Who Has
Purpose: The purpose of this is for students to practice the
definitions of vocabulary words from the novel. This will be
used as an after reading strategy and will review the
vocabulary words used up to this point in the novel. This
activity uses Marzanos steps 1 and 4.
Questions:
1. What is the motive for Mr. Wormwood throwing
Matildas library book into the wastebasket? (analyze)
2. Can you predict the outcome if Matildas parents would
have figured out what she did with Freds bird? (create)
Directions: Students will be sitting at tables in 4 groups of 5
people. Each group will be given a set of the I have Who
Has cards. There will be two different sets of cards. Each
student will read his/her I Have Who Has, then the next
student who has the card with the answer to the previous
card will go next. After each group plays the first time, we will
switch cards so that each group gets both sets.
Materials:
4 sets of I Have Who Has game cards

Chapter 6
Vocabulary words:
Glistening (p. 56)
Vigorous (p. 58)
Tonic (p. 58)

Activity: RAFT
Purpose: This after reading activity allows students to look at an
event in the novel from another perspective. The choices focus on the
trick that Matilda played on her father in this chapter. This part of the
novel is important because it shows how Matilda really feels about
her father. The activities will help students realize how significant
these feelings are in the novel and the importance of this event.

Questions:
1. How did Matilda trick her father? (remember)
2. What ideas justify why Matilda played this trick on her
father? (analyze)
Directions: The students will have two options for this assignment.
Option 1: Pretend like you are Matilda and you are writing an
entry in your diary explaining what you did to your father today
and how it made you feel.
o R: Matilda
o A: Diary- Matilda
o F: Diary entry
o T: Explain what happened
Option 2: Pretend like you are Matilda and write an apology
letter to your father after the incident today. Explain the reasons
for your actions.
o R: Matilda
o A: Matildas father
o F: Apology Letter
o T: Apologize for your actions & explain reasons

Materials:
Copies of each choice for each student

Chapter 7
Vocabulary words:
Eccentricities (p. 67)
Bewilderment (p. 67)
Menace (p. 67)
Facility (p. 73)
Activity: Frayer Model
Purpose: The purpose of this vocabulary activity is for
students to learn the definition, characteristics, examples
and non-examples of a target word. This will help them
better understand the meaning of the vocabulary word. This
activity uses Marzonos step 1. This is an after reading
strategy.
Questions:
1. How would you describe Miss Trunchbull? (apply)
2. Compare and contrast Matildas academic abilities and
the abilities of the other students in Matildas class.
(understand)
Directions: Students will be given the frayer model
worksheet with a blank for the target word. The directions
will be to use the definition, characteristics, examples, and
non-examples to determine the target word.
Materials:
1 frayer model worksheet for each student
Pencils

Chapter 9
Vocabulary words:
Reassembled (p. 91)
Astonishing (p. 96)
Simpering (p. 99)
Activity: Readers Theatre
Purpose: The purpose of this comprehension activity is for
students to get a better grasp on how Matildas parents feel
about their daughter. In this chapter of the novel Matildas
parents say some rude things about her, so this shows the
extent of their feelings. This is an after reading strategy.
Questions:
1. Would it be better if Matilda were allowed to move up to
her appropriate grade level instead of staying in Miss
Honeys class? (evaluate)
2. What facts can you compile to show that Mr. & Mrs.
Wormwood are not interested in Matildas school
performance? (create)
Directions: All students will be divided into groups. The
group sizes will depend on which readers theatre the group
is assigned. Each group will have a different readers theatre
to complete.
Materials:
Different readers theatre for each group

Chapter 11
Vocabulary words:
Apprehension (p. 120)
Peculiar (p. 128)
Perseverance (p. 131)
Activity: Vobakulary
Purpose: The purpose of this vocabulary activity is for
students to recall definitions and meanings of the vocabulary
words. This is an after reading strategy and it uses
Marzanos step 1, 2, 4, and 5.
Questions:
1. What is meant by, Being in this school is like being in a
cage with a cobra (P.118). (understand)
2. What questions would you ask in an interview with
Bruce Bogtrotter? (apply)
Directions: Each student will get a book dye-cut with a
vocabulary word written on it taped to his/her back. All of the
students will gather in an open area in the room. The
students will have to talk to each other and ask for
descriptions or definitions of their words. Students cannot
say the word in a definition. Once a student guesses his/her
own word correct, then he/she may step back from the group
and continue to assist others if needed.
Materials:
20 dye-cut books with vocabulary words written on
them
Tape

Chapter 14
Vocabulary words:
Reluctantly (p.161)
Malicious (p.162)
Delinquent (p. 162)
Teetered (p. 166)
Activity: Foldable
Purpose: This foldable includes 4 sections: somebody,
wanted, but, then. The purpose of this is for students to
recognize all of the parts of a problem in this chapter of the
novel. This is an after reading strategy.
Questions:
1. Why did Miss Truchbull think Matilda put the newt in her
water jug? (remember)
2. Suppose you could move objects with your eyes, like
Matilda. What would you do with your powers? (create)
Directions: For this activity I will place instructions sheet
under the document camera. I will read each instruction and
model it for the students. Students will fill in each of the four
sections of their foldable with the corresponding information
from the novel.
Materials:
Construction paper for each student
Pencils
Scissors
*Adapted from:
http://www.notsowimpyteacher.com/2014/06/monday-madeit.html

Chapter 15
Vocabulary words:
Exalted (p. 171)
Topple (p. 172)
Transfigured (p.175)
Activity: Timeline
Purpose: The purpose of this comprehension activity is for
students to recognize the order of significant events in the
novel. This is an after reading strategy. It will require
students to recognize important events in the novel. The
students will be looking closely at the significance of the
events that happened in Matildas classroom.
Questions:
1. What is the function of Matildas new secret powers?
(analyze)
2. Can you recall Miss Honeys thoughts or feelings when
Matilda told her that she tipped over the glass with only
her eyes? (remember)
Directions: Each student will be given a timeline worksheet
to complete independently. The students will be instructed to
fill in the 6 boxes on the timeline with events that happened
in this chapter in the order of which they occurred.
Materials:
1 timeline worksheet for each student
Pencils
*Adapted from:
http://notebookingfairy.com/2011/08/timeline-notebookingpages/

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Chapter 16
Vocabulary words:
Phenomenon (p. 179)
Proceedings (p. 179)
Tabloid (p. 184)
Slate (p. 184)
Appalled (p. 190)
Activity: Exit pass
Purpose: The exit pass will determine if students remember
the meaning of the word phenomenon from the text. It will
identify whether or not they remember specific material from
the text. This is an after reading strategy and involves
vocabulary and comprehension.
Questions:
1. How would you summarize how Matildas powers work?
(understand)
2. How would you describe Miss Honeys home? (apply)
Directions: After reading the chapter students will be given
the exit pass. The instructions will be to read and answer the
questions on the exit pass.
Materials:
1 exit pass for each student
Pencils

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Chapter 17
Vocabulary words:
Clarity (p. 204)
Indefinitely (p. 204)
Forgery (p. 205)
Activity:
Vocabulary cluster
Purpose: The purpose of the vocabulary cluster is for the
student to learn synonyms for the target word. This is a
vocabulary activity that will be used as an after reading
strategy.
Questions:
1. Why could Matilda feel tension in the room on page
195? (Understand)
2. Who was Miss Honeys aunt? (Remember)
Directions: Give the students the vocabulary cluster
worksheet with synonyms surrounding the target word and
the target word left blank. Students will be instructed to
figure out the target word using the synonyms provided.
Materials:
1 vocabulary cluster worksheet for each student
Pencils

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Chapter 20
Vocabulary words:
Impertinent (p. 217)
Festering (p. 218)
Maggot (p. 218)
Activity: Semantic Map
Purpose: The purpose of this comprehension activity is for
students to recall important events from the novel in
chronological order from the beginning through this chapter.
This is an after reading strategy.
Questions:
1. Why did Matilda & Miss Honey lock eyes then share a
big hug after Miss Trunchbull was taken to the
sickroom? (evaluate)
2. What would happen if Miss Trunchbull found out that
Matilda was the one writing the words on the board?
(create)
Directions: For this activity students will be given a blank
copy of the semantic map. They will be instructed to begin at
the box labeled 1 and they will write important events from
the novel in chronological order in boxes 1-6.
Materials:
1 copy of semantic map for each student
Pencils

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Appendix

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Name_____________________________________

Matilda KWL Chart

Directions:
Before you start reading -> in the know box, write what you
already know about this novel

During your reading -> Stop and write a question you have in
the what to know box

After your reading -> Write the answer to your question in
the learned box

Know
Want to Know
Learned

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Name_____________________________________

Matilda KWL Chart

Directions:
Before you start reading -> in the know box, write what you
already know about this novel

During your reading -> Stop and write a question you have in
the what to know box

After your reading -> Write the answer to your question in
the learned box

Know
There is a female
character named
Matilda. She likes
reading.

Want to Know
Why dont Matildas
parents pay much
attention to her?

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Learned
Matildas parents
are too busy for her.
They are mostly
working and playing
bingo.

Name:___________________________

Matilda Probable Passage

Read the vocabulary words below. First, think to yourself
about how these words could be connected. Think about what
the passage must be about if these words are used. When your
teacher instructs you to do so, as a table group come up with
one sentence that uses as many of these words and sums up
the passage and write it below.

Basin
Abdomen
Periodical
Enlightened
Formidable
Tamper
Penicillin
Speedometer

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Name:___________________________

Matilda Probable Passage

Read the vocabulary words below. First, think to yourself
about how these words could be connected. Think about what
the passage must be about if these words are used. When your
teacher instructs you to do so, as a table group come up with
one sentence that uses as many of these words and sums up
the passage and write it below.

Basin
Abdomen
Periodical
Enlightened
Formidable
Tamper
Penicillin
Speedometer
Matilda had a formidable pain in her abdomen so she tampered with her mothers
penicillin bottle and she was enlightened.

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I have marvelous.

I have tamper.

Who has to make changes in

something.

Who has a circular

container with a greater
width than depth.

I have basin.

I have periodical.

Who has a magazine or

journal that is issued
regularly.

Who has to give

intellectual or spiritual
light

I have enlightened.
Who has superb, excellent,
or great.

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RAFT Choices
Complete one of the activities listed below on a piece of
notebook paper.

Choice 1: Pretend like you are Matilda and you are

writing an entry in your diary explaining what you did
to your father today and how it made you feel.
R: Matilda
A: Diary/Matilda
F: Diary Entry
T: Explain what happened
Choice 2: Pretend like you are Matilda and write an
apology letter to your father after the incident today.
Explain the reasons for your actions.
R: Matilda
A: Matildas father
F: Apology letter
T: Apologize for your actions & explain reasoning

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Dear Diary,
Today I got my father good. He thinks his hair is
so precious. He spends so much money at the
salon coloring it jet black every month. Every
morning he goes into the bathroom and puts this
special tonic on it to keep it soft and shiny I
guess. Well I decided to fill that tonic bottle with
peroxide. The bottle said, keep away from
children, so I knew it would do some damage.
Just like I knew he would, he went into the sink
and he dumped the liquid on his hands and
started combing it through his fake locks. He
made my mother scream! I couldnt believe it! It
worked! He and my mother were so upset over it.
I gave him what he deserved and I am not sorry.
Until tomorrow,
Matilda

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Definition

Characteristics
Building
Events
Purpose

Something
designed or built
to serve a specific
purpose

________________

Examples

School
Theatre
Restaurant

Non-examples
Mall

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Definition

Characteristics

Something
designed or built
to serve a specific
purpose

Building
Events
Purpose

Facility
Examples

School
Theatre
Restaurant

Mall

Non-examples

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Readers Theatre Script

Matilda Chapter 9
Characters:
Narrator
Miss Honey
Mr. Wormwood
Mrs. Wormwood
Narrator: Miss Honey decided to go to the Wormwoods home to talk to Matildas parents
about how bright Matilda is in school.

Miss Honey: (Knock, knock, knock)

Mr. Wormwood: (Opens the front door) If youre here to sell me something, I dont want any!

Miss Honey: No, sir, I am not here to sell you anything. I am Matildas teacher at school, Miss
Honey. It is a pleasure to meet you, Mr. Wormwood. I would like to talk to you and Mrs.
Wormwood about how Matilda is doing in school.

Mr. Wormwood: Im not surprised shes into trouble already. Oh well. If it happens at school,
then its your problemnot mine. (starts to close the door)

Miss Honey: Oh no, Mr. Wormwood. I am not here with bad news at all.

Mr. Wormwood: (opens the door back up)

Miss Honey: Would it be okay if I came inside to talk to you and your wife and share the
wonderful news about Matilda?

Mr. Wormwood: Now is not a good time. Were watching TV.

Miss Honey: Mr. Wormwood, is that really more important to you than your daughters
education? I demand that you listen to what I have to say right now. It is very important.

Mr. Wormwood: Fine. (Turns around and walks back to the living room, assuming Miss
Honey will follow him)

Miss Honey: (Follow Mr. Wormwood to the living room) Hi, I take it you are Mrs.
Wormwood?
Readers Theater page 1

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Mrs. Wormwood: Yeah, whos asking? Cant you see Im watching TV right now, lady?

Miss Honey: I am Matildas teacher, Miss Honey. I came to tell you how well Matilda is doing
my class.

Mrs. Wormwood: Yeah, yeah, good for her.

Miss Honey: You dont understand. Matilda can read and write better than anyone else in the
class. She is a brilliant girl, which Im sure you already know.

Mrs. Wormwood: Whatever.

Mr. Wormwood: Okay, is that all?

Miss Honey: Well, yes. I guess that is all. I hope that you realize you have a very special little
girl.

Mr. Wormwood: Yeah, okay. Thanks for coming (Stares at TV)

Mrs. Wormwood: Turn up the volume, Harry (Stares at TV)

Miss Honey: (Walks out of the room and leaves the home)

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Readers Theater page 2

Vobakulary
Instructions: Each of you will get a vocabulary word
taped to your back. The goal is to guess the word
that is on your back. To do this, you can ask your
peers for definitions, examples, rhyming words or
almost anything else you can think of! If you are
describing someones word to them, you cannot use
the word in the description! Once you guess your
word step back from the group and assist others in
guessing their words if needed. Good luck!

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Foldable instructions
Step 1: Get a piece of paper
Step 2: fold the paper longways (hot dog style)
Step 3: Fold the paper in half hamburger style once.
Step 4: Fold the paper in half hamburger style once
more.
Step 5: Unfold the paper twice. So, now you should
see the original hot dog fold, and the paper should be
separated into 4 sections from the second and third
folds.
Step 6: Cut on the 4 folds. ONLY CUT THE TOP
LAYER OF THE PAPER.
Step 6: Write on the top flap of each of the four
sections:
Section 1: Somebody
Section 2: Wanted
Section 3: But
Section 4: Then
Step 7: Think of a problem that occurred in this
chapter. On the inside of each flap write the details
that the label describes.

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Matilda TimelineName____________________________
Use the timeline below to record six things that happened in this chapter. Be
sure to put them in the correct order!

28

Matilda TimelineName____________________________
Use the timeline below to record six things that happened in this chapter. Be
sure to put them in the correct order!

Matilda has a
secret.

Matilda told Miss

Honey that
something peculiar
as happened

Matilda tells Miss

Honey she did not
touch the glass on
the table.

Matilda tells Miss

Honey that she
tipped over the
glass with her eyes.

Miss Honey asks

Matilda if she can
do it again.

Matilda tipped over

the glass with her
eyes for the second
time.

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Exit Pass
Name_____________

1. In Chapter 16, what is Miss Honey

talking about when she tells Matilda that
she is a phenomenon?

2. What is an example of a time that

Matilda used this phenomenon?

Use the back to answer this question if

there is extra time:
If you had a super power that allowed you
to move objects with your eyes, like
Matilda, what would you use it for?

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Exit Pass
Name_____________

1. In Chapter 16, what is Miss Honey

talking about when she tells Matilda that
she is a phenomenon?
Matildas power to move objects with her
eyes.

2. What is an example of a time that

Matilda used this phenomenon?
When Matilda tipped over the water glass.

Use the back to answer this question if

there is extra time:
If you had a super power that allowed you
to move objects with your eyes, like
Matilda, what would you use it for?

31

Name: _____________________________

fake

lie

phony

_____________

copy

immitation

cheat

Vocabulary Cluster Page 1

32

Name: _____________________________

fake

lie

phony

forgery

copy

immitation

cheat

Vocabulary Cluster Page 1

33

START HERE

1
6

34

START HERE

Matilda uses her

powers to scare Mrs.
Trunchbull so much
that Mrs. Trunchbull
faints.

Matilda starts school

and meets her
teacher, Miss Honey.

Miss Honey asks the

headmaster, Mrs.
Trunchbull, to move
Matilda up a grade
level, but she refuses.

Matilda learns that

Mrs. Trunchbull is
Miss Honeys aunt and
that Mrs. Trunchbull
5 has mistreated Miss
Honey for years.

2
Mrs. Trunchbull
takes a drink of her
water and finds a newt
inside.

35

Matilda hears rumors

about Mrs. Trunchbull
locking students in
The Chokey.

References:
Cover page photo:
http://www.timeout.com/new-york-kids/new-yorkfamilies/books?pageNumber=4&package_id=3598
Appendix page photo:
http://blogs.crikey.com.au/liticism/2012/01/14/returns-toroald-dahls-matilda/

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