๐Ÿ“– Free sample lessonMatilda ยท Grades 4โ€“6
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FredI'll help you notice how Roald Dahl builds Matilda's character through contrast, irony, and precise word choices. Use the text closely, and I'll push your thinking past surface-level reading.
๐Ÿ“– Fiction anchor + 1 paired text โœ๏ธ Simple, compound, and complex sentences ๐Ÿ”Ž Evidence-based questions

Matilda

Roald Dahl โ€” Chapter 1: The Reader of Books
Grade 5 Lexile ~840 Character vs. Society The Power of Reading Neglect and Resilience
๐Ÿ“‹ Lesson Overview
Title
Matilda โ€” Chapter 1: The Reader of Books
Grade level
Grade 5 ยท Lexile ~840
Main fiction text
Matilda by Roald Dahl
Paired text
1 informational text by FlyingMinds Staff: Why Reading Shapes the Brain
Central question
How does Roald Dahl use contrast between Matilda and her family to show that being extraordinary can be both a gift and a burden?
Skills covered
Comprehension ยท Inference ยท Characterization ยท Author's craft ยท Vocabulary in context ยท Sentence construction (simple, compound, complex) ยท Evidence-based writing ยท Compare/contrast
Standards covered
RL.5.1, RL.5.3, RL.5.4, RL.5.6, RI.5.1, RI.5.3, L.5.1, L.5.4, W.5.1, W.5.9
FlyingMinds Grade 5 lesson ยท read closely, use evidence, and write with precision

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Teacher: Suchitra Sharma ยท Google Classroom: mrssharmasclasses@gmail.com

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๐ŸŒฑ Before You Read

๐Ÿ”ฎ QUICK PREDICTION
Fred asks: Based on the title and what you know, what kind of person do you expect Matilda to be? What challenges might she face?
Sentence starter: I predict Matilda will be __________ because __________. One challenge she might face is __________.

๐Ÿ“– First Read โ€” Get the Story

Read straight through. After every couple of paragraphs, a quick checkpoint makes sure the story is landing before the next part unlocks. The open Ask Fred boxes are just for thinking — they never block you.

[1]

It's a funny thing about mothers and fathers. Even when their own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful.

Some parents go further. They become so blinded by adoration they manage to convince themselves their child has qualities of genius.

Well, there is nothing very wrong with all this. It's the way of the world. It is only when the parents begin telling us about the brilliance of their own revolting offspring, that we start shouting, "Bring us a basin! We're going to be sick!"

[2]

School teachers suffer a good deal from having to listen to this sort of twaddle from proud parents, but they usually get their own back when the time comes to write the end-of-term reports. If I were a teacher I would cook up some real scorchers for the children of doting parents. "Your son Maximilian," I would write, "is a total wash-out. I hope you have a family business you can push him into when he leaves school because he sure as heck won't get a job anywhere else."

Or if I were feeling lyrical that day, I might write, "It is a curious truth that grasshoppers have their hearing-organs in the sides of the abdomen. Your daughter Vanessa, judging by what she's learnt this term, has no hearing-organs at all."

I might even delve deeper into natural history and say, "The periodical cicada spends six years as a grub underground, and no more than six days as a free creature of sunlight and air. Your son Wilfred has spent six years as a grub in this school and we are still waiting for him to emerge from the chrysalis." A particularly poisonous little girl might sting me into saying, "Fiona has the same glacial beauty as an iceberg, but unlike the iceberg she has absolutely nothing below the surface." I think I might enjoy writing end-of-term reports for the stinkers in my class. But enough of that. We have to get on.

🔑 Checkpoint 1
How does the narrator feel about parents who constantly praise their own children?
[3]

Occasionally one comes across parents who take the opposite line, who show no interest at all in their children, and these of course are far worse than the doting ones. Mr and Mrs Wormwood were two such parents. They had a son called Michael and a daughter called Matilda, and the parents looked upon Matilda in particular as nothing more than a scab. A scab is something you have to put up with until the time comes when you can pick it off and flick it away. Mr and Mrs Wormwood looked forward enormously to the time when they could pick their little daughter off and flick her away, preferably into the next county or even further than that.

It is bad enough when parents treat ordinary children as though they were scabs and bunions, but it becomes somehow a lot worse when the child in question is extraordinary, and by that I mean sensitive and brilliant.

๐Ÿง  INTERRUPTION QUESTION
Fred asks: What two types of parents has Dahl described so far, and which type do the Wormwoods belong to?
Sentence starter: Dahl describes parents who __________ and parents who __________. The Wormwoods belong to the second type because __________.

[4]

Matilda was both of these things, but above all she was brilliant. Her mind was so nimble and she was so quick to learn that her ability should have been obvious even to the most half-witted of parents. But Mr. and Mrs. Wormwood were both so wrapped up in their own lives that they failed to notice anything unusual about their daughter. To tell the truth, I doubt they would have noticed had she crawled into the house with a broken leg.

Matilda's brother Michael was a perfectly normal boy, but the sister, as I said, was something to make your eyes pop. By the age of one and a half, her speech was perfect and she knew as many words as most grown-ups. The parents, instead of applauding her, called her a noisy chatterbox and told her sharply that small girls should be seen and not heard.

🔑 Checkpoint 2
How do Mr. and Mrs. Wormwood react to Matilda's early brilliance?
[5]

By the time she was three, Matilda had taught herself to read by studying newspapers and magazines that lay around the house. At the age of four, she could read fast and well and she naturally began hankering after books. The only book in the whole of her household was something called Easy Cooking belonging to her mother, and when she had read this from cover to cover and had learnt all the recipes by heart, she decided she wanted something more interesting.

"Daddy," she said, "do you think you could buy me a book?"

"A book?" he said. "What d'you want a flaming book for?"

"To read, Daddy."

"What's wrong with the telly, for heaven's sake? We've got a lovely telly with a twelve-inch screen and now you come asking for a book! You're getting spoiled, my girl!"

[6]

Nearly every weekday afternoon, Matilda was left alone in the house. Her brother (five years older than her) went to school. Her father went to work and her mother went out playing bingo in a town eight miles away. Mrs. Wormwood was hooked on bingo and played it five afternoons a week. On the afternoon of the day when her father had refused to buy her a book, Matilda set out all by herself to walk to the public library in the village. When she arrived, she introduced herself to the librarian, Mrs. Phelps. She asked if she might sit awhile and read a book. Mrs. Phelps, slightly taken aback at the arrival of such a tiny girl unaccompanied by a parent, nevertheless told her she was very welcome.

"Where are the children's books please?" Matilda asked.

"They're over there on those lower shelves," Mrs. Phelps told her. "Would you like me to help you find a nice one with lots of pictures in it?"

"No, thank you," Matilda said. "I'm sure I can manage."

๐Ÿง  INTERRUPTION QUESTION
Fred asks: What does Matilda's walk to the library tell you about her character? Use at least two details from what you have read so far.
Sentence starter: Matilda's walk to the library shows that she is __________ because __________. Another detail that supports this is __________.

🔑 Checkpoint 3
When Matilda asks her father for a book, what happens, and how does she respond?
[7]

From then on, every afternoon, as soon as her mother had left for bingo, Matilda would toddle down to the library. The walk took only ten minutes and this allowed her two glorious hours sitting quietly by herself in a cosy corner devouring one book after another. When she had read every single children's book in the place, she started wandering around in search of something else.

Mrs. Phelps, who had been watching her with fascination for the past few weeks, now got up from her desk and went over to her. "Can I help you, Matilda?" she asked.

"I'm wondering what to read next," Matilda said. "I've finished all the children's books."

"You mean you've looked at the pictures?"

"Yes, but I've read the books as well."

Mrs. Phelps looked down at Matilda from her great height and Matilda looked right back up at her.

"I thought some were very poor," Matilda said, "but others were lovely. I liked The Secret Garden best of all. It was full of mystery. The mystery of the room behind the closed door and the mystery of the garden behind the big wall."

Mrs. Phelps was stunned. "Exactly how old are you, Matilda?" she asked.

"Four years and three months," Matilda said.

[8]

Mrs. Phelps was more stunned than ever, but she had the sense not to show it. "What sort of a book would you like to read next?" she asked.

Matilda said, "I would like a really good one that grown-ups read. A famous one. I don't know any names."

Mrs. Phelps looked along the shelves, taking her time. She didn't quite know what to bring out. How, she asked herself, does one choose a famous grown-up book for a four-year-old girl? Her first thought was to pick a young teenager's romance of the kind that is written for teenage schoolgirls, but for some reason she found herself walking past that particular shelf.

"Try this," she said at last. "It's very famous and very good. If it's too long for you, just let me know and I'll find something shorter and a bit easier."

"Great Expectations," Matilda read, "by Charles Dickens. I'd love to try it."

I must be mad, Mrs. Phelps told herself, but to Matilda she said, "Of course you may try it."

๐Ÿง  INTERRUPTION QUESTION
Fred asks: Why does Dahl tell us what Mrs. Phelps thinks privately โ€” "I must be mad" โ€” but also what she says aloud? What does this reveal about her character compared to Matilda's parents?
Sentence starter: Mrs. Phelps thinks __________ but says __________ because __________. This makes her different from Matilda's parents because __________.

🔑 Checkpoint 4
What kind of book does Matilda ask for next, and what does Mrs. Phelps give her?
[9]

Over the next few afternoons, Mrs. Phelps could hardly take her eyes from the small girl sitting for hour after hour in the big armchair at the far end of the room with the book on her lap. It was necessary to rest it on the lap because it was too heavy for her to hold up, which meant she had to sit leaning forward in order to read. And a strange sight it was, this tiny dark-haired person sitting there with her feet nowhere near touching the floor, totally absorbed in the wonderful adventures of Pip and old Miss Havisham and her cobwebbed house and by the spell of magic that Dickens the great story-teller had woven with his words. The only movement from the reader was the lifting of the hand every now and then to turn over a page, and Mrs. Phelps always felt sad when the time came for her to cross the floor and say; "It's ten to five, Matilda."

[10]

During the first week of Matilda's visits Mrs. Phelps had said to her, "Does your mother walk you down here every day and then take you home?"

"My mother goes to Aylesbury every afternoon to play bingo," Matilda had said. "She doesn't know I come here."

"But that's surely not right," Mrs. Phelps said. "I think you'd better ask her."

"I'd rather not," Matilda said. "She doesn't encourage reading books. Nor does my father."

"But what do they expect you to do every afternoon in an empty house?"

"Just hang around and watch the telly."

"I see."

"She doesn't really care what I do," Matilda said a little sadly.

Mrs. Phelps was concerned about the child's safety on the walk through the fairly busy village High Street and the crossing of the road, but she decided not to interfere.

🔑 Checkpoint 5
What does Matilda reveal about her parents, and how does Mrs. Phelps respond?
[11]

Within a week, Matilda had finished Great Expectations which contained four hundred and eleven pages. "I loved it," she said to Mrs. Phelps. "Has Mr. Dickens written any others?"

"A great number," said the astounded Mrs. Phelps. "Shall I choose you another?"

Over the next six months, under Mrs. Phelps's watchful and compassionate eye, Matilda read the following books: Nicholas Nickleby by Charles Dickens; Oliver Twist by Charles Dickens; Jane Eyre by Charlotte Bronte; Pride and Prejudice by Jane Austen; Tess of the D'Urbervilles by Thomas Hardy; Gone to Earth by Mary Webb; Kim by Rudyard Kipling; The Invisible Man by H. G. Wells; The Old Man and the Sea by Ernest Hemingway; The Sound and the Fury by William Faulkner; The Grapes of Wrath by John Steinbeck; The Good Companions by J. B. Priestley; Brighton Rock by Graham Greene; Animal Farm by George Orwell.

It was a formidable list and by now Mrs. Phelps was filled with wonder and excitement, but it was probably a good thing that she did not allow herself to be completely carried away by it all. Almost anyone else noticing the achievements of this small child would have been tempted to make a great fuss and shout the news all over the village and beyond, but not so Mrs. Phelps. She was someone who minded her own business and had long since discovered it was not always worthwhile to interfere with other people's children.

[12]

"Mr. Hemingway says a lot of things I don't understand," Matilda said to her. "Especially about men and women. But I loved it all the same. The way he tells it, I feel I am right there on the spot watching it all happen."

"A fine writer will always make you feel that," Mrs. Phelps said. "And don't worry about the bits you can't understand. Sit back and allow the words to wash around you, like music."

"I will, I will."

"Did you know," Mrs. Phelps said, "that public libraries like this allow you to borrow books and take them home?"

"I didn't know that," Matilda said. "Could I do it?"

"Of course," Mrs. Phelps said. "When you have chosen the book you want, bring it to me so I can make a note of it and it's yours for two weeks. You can take more than one if you wish."

From then on, Matilda would visit the library only once a week in order to take out new books and return the old ones. Her own small bedroom now became her reading-room and there she would sit and read most afternoons, often with a mug of hot chocolate beside her. She was not quite tall enough to reach things around the kitchen, but she kept a small box in the shed which she brought in and stood on in order to get whatever she wanted. Mostly it was hot chocolate she made, warming the milk in a saucepan on the stove before mixing it.

It was pleasant to take a hot drink up to her room and have it beside her as she sat in her silent room reading in the empty house in the afternoons. The books transported her into new worlds and introduced her to amazing people who lived exciting lives. She went on old-day sailing ships with Joseph Conrad. She went to Africa with Ernest Hemingway and to India with Rudyard Kipling. She travelled all over the world while sitting in her little room in an English village.

๐Ÿ“ First Read โ€” Quick Check

Read each item carefully. For Part A and Part B questions, answer Part A first, then choose the evidence that best supports your answer.

RL.5.1
PART A
1. Part A: Why does Matilda walk to the library by herself?
RL.5.1
PART B
2. Part B: Which detail from the text best supports the answer to Part A?
RL.5.3
PART A
3. Part A: What best describes how Mr. and Mrs. Wormwood treat Matilda?
RL.5.1
PART B
4. Part B: Which quotation from paragraph [3] best supports the answer to Part A?

๐Ÿ” Second Read โ€” Look Closer

RL.5.3
PART A
5. Part A: Why does Dahl compare Matilda to a "scab" through the parents' eyes?
RL.5.1
PART B
6. Part B: Which quotation from paragraph [3] best supports that idea?
L.5.4
VOCABULARY
7. In paragraph [4], what does nimble most nearly mean as it describes Matilda's mind?
RL.5.4
LITERARY DEVICE
8. In paragraph [1], Dahl writes that parents who think their child is a genius make readers want to shout "Bring us a basin! We're going to be sick!" This is an example of โ€”
RL.5.3
CHARACTERIZATION
9. Which detail most clearly reveals Mrs. Phelps's character as different from Matilda's parents?
๐Ÿง  CLOSE INFERENCE
Fred asks: Dahl calls Matilda's mind "nimble" and says her ability "should have been obvious even to the most half-witted of parents." Why does Dahl include that phrase, and what does it say about her parents?
Sentence starter: Dahl says "even to the most half-witted of parents" to suggest that __________. This is ironic because __________.

๐Ÿ“Œ Close Reading โ€” Part A / Part B

RL.5.1
PART A
10. Part A: Which statement best explains how Dahl develops Matilda as an extraordinary character?
RL.5.1
PART B
11. Part B: Which detail best supports the answer to Part A?
RL.5.2
PART A
12. Part A: Which theme is best supported by Chapter 1 of Matilda?
RL.5.1
PART B
13. Part B: Which detail best supports the answer to Part A?

โœ๏ธ Grammar โ€” Sentence Construction

Use sentence structure to sharpen your ideas, not just to label grammar terms.

L.5.1
PRACTICE
14. Which sentence is a compound sentence?
L.5.1
PRACTICE
15. Which revision best turns these ideas into a strong complex sentence? "Matilda finished Great Expectations. She immediately wanted more Dickens."

Use It โ€” Simple

Write one simple sentence about Matilda using the word nimble.

Use It โ€” Compound

Write one compound sentence about Matilda and the library using but, so, or and.

Use It โ€” Complex

Write one complex sentence that explains why Matilda is remarkable despite her parents.

๐Ÿ“š Vocabulary โ€” 3 Tiers

TierWordsWhy they matter here
Spotlightadoration, nimble, hankering, fascination, compassionate, formidableThese words help students talk about character, motivation, and tone with precision.
Contextdoting, twaddle, devouring, revolting, astounded, absorbedThese words are useful for following the narrator's voice and understanding how Dahl builds his ironic tone.
Glossarybingo, telly, chrysalis, lyricalThese are text-specific support words that help students stay oriented in the story's British setting.

๐ŸŽฎ Vocabulary Quiz โ€” 4 Rounds

Each question tests a target vocabulary word directly.

L.5.4
ROUND 1 ยท MEANING
16. If a parent is blinded by adoration, what is most likely happening?
L.5.4
ROUND 2 ยท CONTEXT
17. In context, hankering after books is closest in meaning to โ€”
L.5.4
ROUND 3 ยท NUANCE
18. If someone watches another person with fascination, the watcher is most likely โ€”
L.5.4
ROUND 4 ยท APPLICATION
19. Which sentence uses compassionate most effectively?

๐Ÿ“š Paired Text โ€” Why Reading Shapes the Brain

Genre: FlyingMinds Staff informational text

[1] Scientists who study the brain have found that reading does far more than teach facts or tell stories. When a person reads a rich, detailed text, the brain activates regions connected to language, sight, movement, and emotion all at once. A reader who follows a character sailing a ship does not just understand the words โ€” parts of the brain actually light up as if the reader were on the ship. Researchers call this neural simulation, and it means reading deeply is one of the most complete mental workouts a person can get.

[2] Reading widely at a young age also strengthens what scientists call vocabulary depth โ€” not just knowing what a word means, but understanding all the ways it can be used. Children who read widely before age ten develop larger, more flexible vocabularies than those who rely mainly on television or conversation. This gives them a powerful advantage in school, in communication, and in understanding the world around them.

[3] Perhaps most importantly, reading complex stories builds empathy โ€” the ability to understand what other people feel and experience. When readers follow characters through difficult situations, they practice imagining lives different from their own. Researchers have found that regular fiction readers are better at reading other people's emotions and intentions in real life. In this way, a child who loses herself in a book is not just escaping โ€” she is building one of the most important human skills there is.

RI.5.1
PAIRED TEXT
20. According to the paired text, what is neural simulation?
RI.5.3
TEXT CONNECTION
21. Which detail from Matilda most directly illustrates the idea of empathy described in the paired text's third paragraph?
RI.5.1
PART A
22. Part A: What is the central idea of the paired text?
RI.5.1
PART B
23. Part B: Which sentence from the paired text best supports that central idea?

โœ๏ธ Writing

Use evidence, not just opinions. Strong writing should show both clear thinking and close reading.

Prompt A โ€” Character Analysis

How does Roald Dahl use contrast to develop Matilda as an extraordinary character?

Use this structure: Point ยท Context and actual evidence ยท Explanation. Include at least one exact detail from the story and, if it helps, one idea from the paired text.

Prompt B โ€” Theme

What does Chapter 1 of Matilda suggest about what a child can achieve without adult support?

Sentence starter: Dahl suggests that even without support, a determined child can __________.

Prompt C โ€” Sentence Lab

Write three original sentences about the story:


🧠 Think Deeper

No teacher needed — Fred coaches every task here. Work through the analogies, then argue both sides, then carry the idea into the real world.

🔗 Analogies · reasoning

Part 1 — Analogies

Find the relationship in the first pair, then pick the choice that repeats it. These are auto-graded and explained.

Reasoning
MATILDA : MRS. PHELPS :: STUDENT : ?
Reasoning
MATILDA : THE WORMWOODS :: ?
Pick the pair with the same ironic relationship — where something precious is treated as worthless by the very people who should value it.
Reasoning · L.5.4
HANKERING : LONGING :: NIMBLE : ?
⚖️ Argue both sides · dialectic

Part 2 — Argue Both Sides

Is Mrs. Phelps a caring ally who does exactly right by Matilda — or is she too cautious, letting a four-year-old walk alone when she should step in?

Do this: write the strongest case for each side using a quotation, then end with your own verdict. Structure: On one hand… (evidence). On the other hand… (evidence). I conclude…

🌍 Real-world transfer

Part 3 — Carry It Into the Real World

Describe a real situation — from history, the news, sports, or your own life — where someone’s talent was overlooked or dismissed by the people closest to them, until an outsider noticed it. Then connect it to what Dahl shows about Matilda.

Sentence starter: A real example of overlooked talent is __________. This connects to Matilda because __________.

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