Jennifer Davies – PS2

Grade: 4/5 POS: ELA Lesson Title: Matilda - CH 9 – Parents

Overview of lesson GLO
This lesson will consist of GLO 2
students reading CH 9 in Students will listen, speak, read, view and represent to
Matilda. There will be a mix of comprehend and respond personally and critically to oral,
teacher reading and student print and other media texts.
reading during this chapter.
Students will first do an
activity to draw the
wormwoods house from the
perspective of Ms. Honey.
After students will reflect on
the chapter and discuss the
parts they did not like in the
chapter.
SLO Learning Objectives
2.1.2.D Use strategies and Students will recognize the importance of understanding what
Cues – Use comprehension is being read to them.
Strategies – Monitor
understanding by confirming Students will list a prediction based on information from the
or revising inferences and previous chapter.
predictions based on
information in text Students will evaluate their own prediction.

2.2.1.A Students will identify characteristics of the protagonists and

antagonists in the story.
Respond to texts –
Experience various texts –
Write or represent the
meaning of texts in different
forms.

Materials Resources
- Matilda Book for each - Matilda chapter book
student - https://www.youtube.com/watch?v=CwXOrWvPBPk
- Plain white paper for
students house
drawings
- Students writing books
- Sticky notes (22)

Lesson Procedures (1 hour)

Introduction (time): 5 Minutes

To begin students will be sitting at there desks

Read two paragraphs from CH 8 to students to remind them what had happened in the last CH

1
Ask students to make a prediction
- Hand out a sticky note to each student to make a prediction (write it down) then have
students stick it to their Matilda book on the back
- Tell students to keep this in mind as we read CH 9
Transition
- Move to couch to read CH 9
Body (time): 30 Minutes
After page 92, second paragraph stop students and ask them to think about if their predictions
were right or not (its ok if they were not)
- Ask if any students would like to share

Resume reading

Gauge to see if students will need a brain break throughout the CH

- Use if necessary

Movement break
- After the chapter is complete do a movement break with students
- Once students are done the movement break have students go and sit at their desks

Protagonist versus antagonist

- Reiterate to students what they learned the day before about protagonist and
antagonist
- Discuss with students the characteristics of what each one are using a Venn diagram
(on power point)
- Show students video on Shrek (ask students to discuss with their partner who the
protagonist and antagonist are)
- Ask students why these characters are either protagonist or antagonist (may vary
depending on if students have seen the movie or not)
o Shrek – pro – because he wants to help save the princess, he’s kind, he’s loyal,
courageous
o Lord far quad – an – because he plans on killing Shrek after he delivers the
princess, he is mean, evil, uses Shrek to get what he wants,
- Ask students if they have a better understanding of what protagonist and antagonist are

Closure/ Reflection (time): 25 Minutes

In the closure students will start on working with protagonist and antagonist

Explain assignment to students

- Tell students that there are 2 protagonists and 3 antagonists (clump parents together)
- Tell students that they are going to work on looking at either Matilda and parents or
trunchaball and MS honey
- Explain to students that not everyone will be looking at Matilda and parents and not
everyone will look at honey and trunchaball
- Pick 5 groups of 2 for parents Matilda
- Pick 5 groups of 2 for trunchaball and honey
Allow students to begin working
- Students should need between 5 – 10 minutes
- Gauge to see if you should stop earlier or later

2
After stopping students tell them now they are going to share with others
- Tell students you want each group to share their protagonist and antagonist and then
you want them to talk about the similarities between the protagonists and antagonists
- Put students with other pairs that did different groups tell students they will have 5
minutes to share and then talk about the similarities
- Get students attention after (they can stay where they are)

Create a discussion with students

- Ask students to name similarities they noticed or differences
- Finish off with discussion
Note – this class may take more than an hour if it does in the following class ensure there is a
review of what has been covered and then continue on with the lesson
Professional Reflections: (of the lesson) What went well? What needs modification?