Overview

This 30-minute guided reading session centres on the character of Henry from A Mummy Ate My Homework by Thiago de Moras. Year 4 pupils will deepen their understanding of character traits through close reading and discussion, aligned with the National Curriculum for England’s English programme of study.

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National Curriculum Links

Reading - Comprehension (Key Stage 2, Years 3 & 4):

• Identify and explain how meaning is enhanced through choice of words and phrases (NC Ref: English KS2, Years 3 and 4, Reading – Comprehension).
• Retrieve and record information from fiction (NC Ref: English KS2, Years 3 and 4, Reading – Comprehension).
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions (NC Ref: English KS2, Years 3 and 4, Reading – Comprehension).

Spoken Language:

• Participate in discussions, presentations, performances, role play and debates (NC Ref: English KS2 Spoken Language).

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Learning Objectives

By the end of this session, pupils will be able to:

• Identify key personality traits and characteristics of Henry using evidence from the text and worksheet.
• Discuss and explain how Henry's behaviours and dialogue reveal aspects of his character.
• Use sentence stems to infer feelings, thoughts and motives behind Henry’s actions.

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Resources

• A Mummy Ate My Homework extract featuring Henry (printed or projected)
• Guided reading worksheet focused on Henry’s character (prepared in advance)
• Whiteboard and marker
• Character trait word bank (displayed or on handouts)
• Sticky notes or mini whiteboards for pupil annotations

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Lesson Breakdown

1. Introduction (5 minutes)

• Briefly recap the story so far to set context, focusing on Henry’s role.
• Display a character trait word bank (e.g., brave, curious, nervous, mischievous, kind) and explain that today they will use clues in the story and their worksheet to find out what Henry is like as a person.
• Share learning objectives with the class clearly and encourage curiosity.

2. Guided Reading & Text Exploration (10 minutes)

• Read aloud a selected passage containing Henry, inviting choral reading of some sections to boost engagement.
• Pupils read the extract silently again, highlighting or noting phrases or sentences that tell us about Henry’s personality (using sticky notes or annotations on mini whiteboards).
• Class discussion: Ask targeted questions such as:
  • "What does Henry say or do that shows us he is [trait from the bank]?"
  • "How do you think Henry feels in this moment? Why?"
  • "Can you find a sentence that shows Henry’s thoughts or motivations?"
• Model how to write simple inference sentences using sentence stems like “I think Henry is… because…” or “The text shows Henry feels… when…”

3. Worksheet Activity (10 minutes)

• Pupils complete the worksheet which asks them to:

  • Identify 3 character traits of Henry and find evidence from the text for each.
  • Write one sentence explaining what Henry might be thinking or feeling in a specific scene (guided by sentence starters).
  • Reflect on whether Henry’s character changes during the extract and explain how.

• Circulate to support learning, prompt reasoning, and scaffold ideas for less confident writers.

4. Plenary & Assessment (5 minutes)

• Invite pupils to share one interesting insight about Henry’s character with a partner or the whole class.
• Use a quick exit ticket: Pupils write a single word that best describes Henry and one reason why on a sticky note and place it on the board.
• Informally assess understanding by reviewing the exit tickets and worksheet responses, focusing on pupils’ ability to infer character traits with textual evidence.

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Differentiation

• Support: Sentence stems and word bank provided; paired work for discussing ideas before writing.
• Challenge: Extend by asking pupils to compare Henry with another character from the story or predict how Henry might react in a future scenario.

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Impact & Next Steps

• This lesson builds critical reading skills around character analysis, inference, and evidence-based explanations, essential for developing deeper comprehension.
• Follow-up: Use similar strategies to explore other characters or themes, or transition to a creative writing task where pupils write diary entries from Henry’s perspective.

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Innovative Tip for Teachers

Use a “Character Hot Seat” activity in a future lesson: pupils take turns role-playing Henry answering questions from classmates. This develops speaking skills and deepens empathy with the character, bringing the reading experience alive!