Matilda Study Plan

Overview

This 9-week study plan follows the Australian Curriculum (Version 9) for English – Year 4. It utilises Roald Dahl's Matilda as the anchor text to achieve depth in comprehension, vocabulary development, critical thinking, and written expression.

Key Curriculum Areas:

• Language
• Literature
• Literacy

Each lesson is designed to run for 20 minutes and accommodate 25 students. Differentiation strategies ensure suitability for Year 3 and Year 5 students. Learning Intentions (LI), Success Criteria (SC), High-Impact Teaching Strategies (HITS), and student-centred activities are integral to every session.

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9-Week Study Plan Table

Lesson No.	Content Descriptor (Australian Curriculum v.9)	LI	SC	HITS	Vocabulary	Pages to Read	Questions	Answers	Activity	Diff. Yr 3	Diff. Yr 5	Exit Ticket
1	AC9E4LE01 – Identify how texts can entertain, interpret, and explore ideas and characters.	Understand how Matilda’s character is introduced.	I can describe features of the way Matilda is presented in the opening pages.	Worked Example + Class Discussion	genius, neglect, extraordinary	Ch. 1 (pg. 1–5)	What are Matilda's key traits? How does her family treat her?	1. Gifted, curious, independent. 2. Her family neglects and misunderstands her.	Draw Matilda and label her traits using sentences from the text.	Provide sample sentences for labelling traits.	Ask students to identify extra details in the illustrations or text.	Explain one reason why Matilda is extraordinary.
2	AC9E4LA04 – Understand how adverbs add detail.	Identify how adverbs describe actions in the story.	I can underline adverbs in a passage and explain their effect on meaning.	Explicit Teaching + Guided Practice	carefully, suddenly, gently, harshly	Ch. 2 (pg. 6–12)	How does the author use adverbs to emphasise Matilda’s actions?	Dahl uses adverbs to describe how Matilda acts carefully but how others treat her harshly.	Highlight adverbs in a short passage and write sentences with different verbs.	Provide 3 simpler sentences for underlining adverbs.	Add complex adverb examples to analyse in small groups.	Write an adverb describing how Matilda reads books.
3	AC9E4LY02 – Use strategies to build vocabulary when reading.	Build word knowledge by identifying challenging vocabulary.	I can use clues in the text to determine the meaning of new words.	Questioning + Feedback	scornful, revolting, fascination	Ch. 3 (pg. 13–19)	What does "scornful" mean in the context of the parents’ tone?	Scornful = disrespectful; learned through context (e.g., their treatment of Matilda).	Dictionary dig: Define words from this chapter in a “class word map.”	Provide one-word definitions for scaffolding.	Ask students to write an original sentence using a new word.	Pick one new word and describe its meaning in your own words.
4	AC9E4LE04 – Explore how characters are developed through actions and dialogue in stories.	Analyse how Dahl develops Matilda’s relationship with Miss Trunchbull and Miss Honey.	I can identify key actions and describe how they reveal character traits.	Analysing + Questioning	formidable, kind-hearted, timid	Ch. 5 (pg. 20–30)	How does Miss Trunchbull’s behaviour contrast Miss Honey’s?	1. Miss Trunchbull is cruel, overpowering, and unjust. 2. Miss Honey is kind and empathetic.	Venn diagram comparing Miss Trunchbull and Miss Honey.	Provide simple sentence starters for contrasts.	Include themes and reasons behind this contrast for deeper analysis.	Write one way Matilda feels about Miss Honey OR Miss Trunchbull.
5	AC9E4LY04 – Understand paragraph structure.	Explore how Roald Dahl uses paragraphs to sequence events clearly.	I can identify a paragraph’s topic sentence and supporting sentences.	Gradual Release of Responsibility (I Do, We Do, You Do)	sequence, transition, topic sentence	Ch. 6 (pg. 31–35)	What is the main idea of Matilda’s plan? What details provide support?	1. Matilda gets revenge on her father. 2. Evidence: glue, hat, and his reaction.	Cut and rearrange sentences into proper paragraphs.	Use pictures to guide their reordering of sentences.	Provide a blank template and ask students to supply a new paragraph.	Write the topic sentence of today’s reading.
6	AC9E4LA07 – Explore how figurative language creates vivid images.	Understand similes in Matilda and their role in storytelling.	I can find similes and explain how they enhance descriptions.	Guided Practice + Collaborative Learning	stubborn, clever as a fox, weathered face	Ch. 8 (pg. 36–42)	What similes does Dahl use to describe Miss Trunchbull? Why does he use them?	Dahl compares Miss Trunchbull to a giant to emphasise her fearsome personality.	Create your own simile about a character.	Provide templates for “as __________ as __________.”	Challenge students to create metaphors instead of similes.	Write a simile about Matilda or Miss Trunchbull.
7	AC9E4LE06 – Understand the purpose of themes in stories.	Identify the theme of justice in Matilda.	I can explain how characters seek justice and fairness.	Concept Mapping	justice, fairness, resolve	Ch. 9–10 (pg. 43–54)	How does Matilda’s fight for justice make her different from her parents?	Matilda values fairness, unlike her parents who are self-centred and dishonest.	Illustrated justice map showing acts of fairness in the story.	Show pre-typed examples of unfair actions to analyse.	Add modern-day examples of justice and injustice for connection.	Write a sentence explaining Matilda’s sense of justice.
8	AC9E4LY06 – Compose imaginative texts.	Write a creative piece inspired by Matilda’s experiences.	I can write a story using emotions and descriptive language.	Collaborative Writing + Independent Practice	inventive, revenge, perseverance	Ch. 12 (pg. 55–64)	What inspired Matilda’s cleverness? What lessons can we learn from this event?	Matilda’s intelligence and perseverance always inspire her creative solutions.	Write an alternative ending to a scene from Matilda.	Provide a structure guide: beginning, problem, middle, solution, end.	Introduce peer-editing sessions for more advanced Year 5 stories.	Share your favourite part of your new ending.
9	AC9E4LE01 – Reflect on how texts create meaning.	Reflect on how Matilda addresses family dynamics.	I can explain how the author expresses family tensions.	Think-Pair-Share	dynamic, neglect, empathy	Ch. 14–End (pg. 65–76)	How does Matilda’s independence create her happy ending?	1. Matilda’s independence allows her to leave her family. 2. She finds a caring family with Miss Honey.	Create a reflection journal on themes of family and freedom.	Provide prompts for their reflections (e.g., “I noticed that…”).	Ask students to compare Matilda’s family with another book/movie family they know.	Write one word describing how Matilda feels at the end of the story.

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Notes:

• Differentiation for Year 3: Simplifies content by breaking down paragraphs, providing hinted examples, and scaffolding analytical tasks.
• Differentiation for Year 5: Moves to higher-order thinking tasks such as analysing themes or creating an extended reflective narrative.

This engaging and comprehensive plan ensures students gain skills across Language, Literature, and Literacy strands in alignment with Australian educational standards, while encouraging creativity and critical engagement with Roald Dahl’s Matilda.