Pre-reading Year 7 homework booklet
Transcript of Pre-reading Year 7 homework booklet
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Pre-reading Year 7 homework
booklet October Half Term 2021
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Contents
Page 3 Introduction and reading rules
Pages 4-5 English
Pages 6-7 Geography
Pages 8-9 Maths
Page 10 Design and Technology
Pages 11-12 Science
Page 13 Computing
Page 14 History
Page 15-17 Music
Page 18 Art
Page 19 French
Page 20 Physical Education
Page 21 EBC
Page 22 Drama
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Introduction
This homework booklet is designed to encourage you to read and research
the topics you will be studying in each subject next term.
Research shows that pupils who read regularly, achieve higher results in tests.
WPSFG Reading Rules
First reading is understanding
• Highlight any words you do not understand and try to use strategies to
work out what they mean
• Track with a ruler
• Summarise key points
Second reading is zooming in
• Identifying any interesting features
• How does the extract make you feel?
• How might this extract be interpreted by others?
Once you have finished your pre-reading, look for other examples of
research and reading you could do
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English: Wolf Brother
The New York Times: An Interview With Michelle Paver
Q. To research the first book in your "Chronicles of Ancient Darkness," you did things like
sleep on reindeer skins, eat raw seal liver, and ride 300 miles on horseback through forests.
How much were you able to find out about how hunting-gathering clans lived 6,000 years
ago? What kind of evidence did they leave?
A. Hunter-gatherers didn't leave much behind, so once I'd read all the archaeology on
the period I could find, I filled in the gaps by studying the ways of life of more recent
hunter-gatherers, including Inuit and American Indian cultures, the San (Bushmen) of
southern Africa, the Eboe and Kwaio of central Africa, the Ainu of Japan, and Indigenous
Australians (Aborigines).
On my research trips to Greenland, northern Canada, Scandinavia and Finland, I've tried
to experience Torak's way of life at first hand by learning from modern-day hunter-
gatherers and traditional peoples. I've learned how to carry fire in a piece of smouldering
fungus rolled in birchbark; tried out Inuit reindeer hide and sealhide clothing; eaten
seaweed, seal blubber and spruce resin (a kind of Stone Age medicinal chewing gum).
It's the little details that bring the story alive.
However - and this is crucial - only a tiny fraction of this research ends up in the books,
because I'm not teaching a history lesson, I'm writing an adventure. The story is always
king. I want the reader to be so gripped that they cannot put the book down; to feel that
they're right there in the Forest with Torak, Renn and Wolf. To achieve that, Torak's world
has to feel one hundred per cent real. That's why I do the research.
Q. One striking thing about the three novels is the combination of on-the-ground realistic
detail and the mystical, sometimes fantastical events that shape Torak's world. Why did
you decide to blend fantasy and realism in the books?
A. The more fantastical elements are simply aspects of how hunter-gatherers see their
world; and they themselves tend not make this distinction between fantasy and reality.
We know very little about what Stone Age people believed, so again, I've drawn on the
beliefs of more recent hunter-gatherers. When Toyak tracks his first deer in "Wolf Brother,"
his methods reflect those of the San (Bushmen), who identify with their prey so completely
that they feel they become the animal. And to show how the clans perceive their world,
I've adapted the widespread hunter-gatherer belief that everything in the natural world -
including rocks, rivers and trees - is alive and has a spirit.
Q. One often hears that almost no place in the world feels genuinely remote and
untouched by modern life now. Did you find that to be the case, or did you feel on your
travels that you experienced true wilderness in places like Finland and Lapland?
A. I think true wilderness can still be found, but it's hard to reach and dangerous when you
get there, which is probably why is still exists. The most remote place I've been to was in
Greenland. I remember setting out for a solo hike from a small cabin, itself several hours'
boat ride from the nearest settlement. There was no trail, I had to cross a river that would
become impassable if it rained, and I was a bit concerned about polar bears. After seven
hours' very hard going, I climbed a moraine hill at the edge of a glacier. The wind was
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howling, the moraine unstable, and the glacier was booming. One slip, and no-one would
find my body. Experiences like that are uncomfortable at the time, but they're invaluable
for giving immediacy to the writing.
Q.You've said that a close encounter with a large black bear in the Sierra Nevada partly
inspired Wolf Brother. How so?
A. I was hiking alone in a remote part of King's Canyon National Park, California, when a
female black bear and her two cubs appeared out of nowhere. She was only twenty feet
away from me on the other side of a stream, but she hadn't spotted me yet, and my way
home led right past her. A rancher in Wyoming had told me that as bears hate surprises,
you should make a noise to let them know you're there: his tip was to sing. I took that
literally, and launched into "Danny Boy."
To my horror, the mother bear started towards me, and stopped mid-stream, ten feet
away. She was very agitated, rocking from side to side, as if considering whether to rear
on her hind legs. That's when the terror really kicked in. For what seemed like a lifetime, I
side-stepped past her, and she watched me all the way. Then my path dipped out of
sight, and I ran like crazy.
It was the most terrifying experience of my life, but it also felt oddly as if I'd been back to
the Stone Age. Thousands of years of civilisation had become irrelevant. For a novelist, it's
great to be able to write from first-hand experience about mortal terror, and I've drawn
on it extensively, for instance when Torak faces the bear in "Wolf Brother."
Reflection questions:
1. What is the most interesting thing you learnt from this interview?
2. From this interview, what predictions can you make about the novel
we will be reading this term: ‘Wolf Brother’?
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Geography: Weather
How is weather different from climate?
Taken from BBC Bitesize, The Geographer Online and NASA
We hear about weather and climate all of the time. Most of us check the local weather
forecast to plan our days. Weather describes the condition of the atmosphere (the air that
surrounds the Earth). It might be sunny, hot, windy or cloudy, raining or snowing. Weather
can change from minute-to-minute, hour-to-hour, day-to-day, and season-to-season.
There are really a lot of components to weather. Weather includes sunshine, rain, cloud
cover, winds, hail, snow, sleet, flooding, blizzards, ice storms, thunderstorms etc. So, for
example, it may be 23° degrees and sunny or it could be -4° degrees with heavy snow.
That’s the weather. Weather is only temporary. For example, a blizzard can turn into a
flood after just a few warm spring days.
Climate describes the average weather conditions of a large area (such as parts of
countries, whole countries, or even groups of countries) over a long period of time (30
years or more). For example, you would expect it to be hot if you went on holiday to
Spain in the summer. An easy way to remember the difference is that climate is what you
expect, like a very hot summer, and weather is what you get, like a hot day with
thunderstorms.
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Tasks:
• Highlight any key words that you
are unsure of. Make a note of
them and do some research to
help you come up with a
definition.
• In your own words, explain the
difference between ‘weather’
and ‘climate’.
• Describe what the weather is like
today. Take a look outside – what
is the weather like today? Is it hot
and sunny? Is it cloudy and rainy?
Is there snow on the ground? You
could also do some research to
get some weather data for
today!
Challenge
• Create a weather report for this
week – it could be a news report,
video recording, a poster etc.
Your weather report needs to be
accurate so will need to conduct
your own research find out what the
weather has been like OR is
predicted to be like this week. In
your weather report you could
include weather data, weather
symbols and even a map.
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Maths: Why is algebra so important in your life anyway?
Mathematics as a subject can be broadly divided into three significant branches
Arithmetic, Algebra, and Geometry. Algebra is considered to be one of the oldest
components in the history of mathematics. Algebra deals with the study of symbols,
exponentials, known and unknown variables, and equations.
Muhammad ibn Musa al-Khwarizmi, a 9th-century Persian mathematician, geographer,
and astronomer, is regarded as “the father of algebra.” He wrote a book called "kitab Al-
Jabr" from which the word "ALGEBRA" derived. The word “Algebra” comes from the
Arabic word “al jabr,” which translates to “reunion of broken parts.”
Whether you believe it or not, algebra is needed in many spheres of life. The numbers and
equations gifted by Algebra are frequently used in almost everywhere in this world. Take,
for example; you are out for grocery shopping. Now, the addition and subtraction are the
only sources to help you keep yourself budgeted with the items in the cart. However, for
those who are not convinced of what to leave and what to take a cashier can help them
using some formulation of algebra.
Economists of every country takes the help of Algebra to understand the economy better.
Money is always a part that lands a person or an economy in a dilemma. In that case,
algebra is the only source of help on can get through to solve the problems with how to
subtract debts or loans that one has gained throughout the years.
Algebra is also considered as a ‘trump card’ for success in any business. Let us take an
example; a person runs an online toy store, algebra is what will come in handy for him to
calculate his profit margin on any given item and make up his mind whether that item is
worth stocking. Algebra would also help him in calculating the lowest price he can sell an
item and still make a glaring profit from it.
It is not only mathematicians but even most academicians, educationists, scholars, and
professionals from all other walks of life unanimously agree on the versatility of algebra.
You can liken algebra to an all-purpose tool or a magic wand that can help deal with
everyday problems of life.
Algebra can help you to measure your living room dimensions and determine the size of
an electronic item like TV or refrigerator that’ll fit comfortably in the space. Algebraic
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notations and symbols are crucial for deciphering and understanding musical notes,
forces of gravity, behaviour of solids, liquids, and gases. The myriad branches of science
that have helped us comprehend and appreciate everyday natural phenomenon, use
algebra extensively.
While you visit the market for buying essentials, reining in your expenses is your topmost
priority. And this is where algebra can come to your aid; you assign an alphabetical or
numeric symbol to each expense head (item), and quickly calculate the distinct value of
each, given your total expenditure. If you’ve chosen to pursue a study program in high
school, college, and university where mathematics is a compulsory subject, you’ll
indispensably need algebra.
Task: List 5 different examples where algebra is used in real life.
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Design and Technology Year 7 Pre Reading Bread
I love the fresh- baked taste of you
The sandwiches I make of you
If you go stale, my love won’t fail
I’ll always see the good in you
The bread-and-butter pudding too
The breadcrumbs round the grateful fish
The soup-soaked croutons in the dish
If you go hard, I’ll keep the trust
And not discard a single crust
For you’re the partner I have chosen
You make perfect toast from frozen
By crust and crumbs I plight my troth
I’ll always, always use my loaf
Matt Harvey
Poet
Do I look after my body?
It is important to understand food and what you can make with it and how it supports your body.
This poem is a lovely nod to Bread.
Bread is part of the Starchy Carbohydrate group and makes up just over a third of what you eat in each meal and is very good for slow-release energy and supporting your body development.
If you study the eat well guide below in the Yellow is Starchy Carbohydrate.
If your meal was balanced this is how much of each section, you should have.
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Science: Genetics
What is genetics?
Genetics is the study of genes and heredity. It studies how living organisms, including
people, inherit traits from their parents. Genetics is generally considered part of the
science of biology. Scientists who study genetics are called geneticists. Gregor Mendel is
considered the father of genetics.
What are genes?
Genes are the basic units of heredity. They consist of DNA and are part of a larger
structure called the chromosome. Genes carry information that determine what
characteristics are inherited from an organism's parents. They determine traits such as the
colour of your hair, how tall you are, and the colour of your eyes.
What are chromosomes?
Chromosomes are tiny structures inside cells made from DNA and protein. The information
inside chromosomes acts like a recipe that tells cells how to function. Humans have 23
pairs of chromosomes for a total of 46 chromosomes in each cell. Other plants and
animals have different numbers of chromosomes. For example, a garden pea has 14
chromosomes, and an elephant has 56.
What is DNA?
The actual instructions inside the chromosome is stored in a long molecule called DNA.
DNA stands for deoxyribonucleic acid. Gregor Mendel Gregor Mendel is considered the
father of the science of genetics. Mendel was a scientist during the 1800s who studied
inheritance by experimenting with pea plants in his garden. Through his experiments he
was able to show patterns of inheritance and prove that traits were inherited from the
parents.
Interesting Facts about Genetics
• Two humans typically share around 99.9% of the same genetic material. It's the 0.1%
of the material that makes them different.
Gregor Mendel
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• The structure of the DNA molecule was discovered by the scientists Francis Crick
and James Watson.
• Humans share about 90% of genetic material with mice and 98% with chimpanzees.
• Nearly every cell in the human body contains a complete copy of the human
genome.
• We get 23 chromosomes from our mother and 23 from our father. Some diseases
are inherited through genes.
• DNA is a really long molecule and there are lots of DNA molecules in the human
body. If you unravelled all the DNA molecules in your body, they would reach to
the Sun and back several times.
• DNA molecules have a specific shape called a double helix.
DNA, double
helix shape
Task: Write a summary paragraph on the text in your self-quizzing
book.
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Year Computing: Computer Devices
The invention of the computer has had a huge impact on our day-to-day lives, and they
are now present everywhere – at home, at work and in education.
It is easy to recognise that personal computers, laptops and mobile devices are
computers, but computers are also hidden in many more devices. Computers are found
in many of the devices we use on a daily basis. Because they are relied on so heavily,
knowing what they are and how to use them is valuable.
Input devices
An input device is any piece of computer hardware used to provide data to a computer
system. Examples include:
• keyboard
• mouse
Output devices
An output device is any piece of computer hardware used to communicate the results of
data that has been processed. Examples include:
• monitor
• printer
Storage devices
A storage device is a piece of computer equipment which can be used to store data.
Examples include:
• hard disk drive
• DVD drive
TASK
What is an input device? Name one.
What is an output device? Name one.
What is a storage device? Name one.
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History: What Were ‘The Dark Ages’?
‘The Dark Ages’ is a name that historians have used to refer to the period from around 410
- 1066 AD. The term comes from the fact that there aren’t many written records existing
from this time period and so historians have been ‘left in the dark’ about what life was like
in Britain.
It has also been suggested that the Dark Ages was a period where there weren’t any
achievements in culture (art, buildings and literature), although recent archaeological finds
have made historians question this idea.
The most famous site is an area called Sutton Hoo where
archaeologists have found many beautiful objects such as this helmet
that has lots of intricate details. These objects suggest that Dark Age
Britain actually had lots of very skilled craftspeople.
The Dark Ages also saw lots of different groups of people
invading or migrating to Britain, including the Picts from Scotland,
the Angles and Jutes from Denmark, the Saxons from Germany,
and Vikings from Scandinavia. These groups brought with them
different ideas that mixed with those of the Celts and created
new cultures and laws
Tasks:
1. Look up and write down the definition of the words that are underlined
2. Summarise what you have read in no more than 100 words
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Music: Timbre and Sonority
How can we tell the difference between a violin and a piano or a clarinet and a
harp? The answer is because each individual instrument has its own
unique TIMBRE and SONORITY which means the character or quality of a musical
sound. There are many different words we can use to describe the timbre or sonority of
an instrument, voice or sound, for example, warm, harsh, bright, metallic or dull.
There are different things that can affect the timbre or sonority of an instrument, voice or
sound:
Size Larger instruments
produce low frequencies,
whereas smaller
instruments
produce high frequencies
Shape The shape of the
instrument will also affect
its timbre and
sonority. Some
instruments that are
played by
being blown have a BELL,
on the end to help with
the amplification of the
sound (making it louder
and more pronounced).
An example of this is the
trumpet.
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Material Musical instruments are
made from many different
materials: wood, plastic,
metal, strings, skin,
gut. Sometimes similar
instruments are made
from different materials
such as the xylophone
(with wooden bars) and
the glockenspiel (with
metal bars) from the
percussion section of the
orchestra.
Mouthpiece The mouthpiece of an
instrument directly
impacts on the timbre or
sonority created. Brass
instruments and the flute
and the piccolo from the
woodwind section have
open, hollow metal
mouthpieces which are
blown into or
across. Instruments like
the clarinet and oboe
have a reed which
vibrates when it is blown
into.
How do we describe TIMBRE or SONORITY?
There are no right or wrong answers when using words to describe TIMBRE or SONORITY.
Any word can often be effective and sometimes ONOMATOPEIA can be useful, such as
the word HONK to describe the timbre and sonority of horn – saying the word out loud
sounds very similar to the sound itself!
Here are a list of just some of the many words that can be used when
describing TIMBRE or SONORITY:
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Questions:
1. Name a large instrument from the orchestra that produces a low frequency.
2. Name a small instrument from the orchestra that produces a high frequency.
3. How would you describe the TIMBRE and SONORITY of a violin?
4. How would you describe the difference in the TIMBRE and SONORITY of a
xylophone and glockenspiel?
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Art: Georgia O’Keeffe - Who is she and what is she famous
for?
Born in 1887, Georgia O'Keeffe was an American artist who painted nature in a way that showed
how it made her feel. She is best known for her paintings of flowers and desert landscapes. She
played an important part in the development of modern art in America, becoming the first
female painter to gain respect in New York's art world in the 1920s. Her unique and new way of
painting nature, simplifying its shapes and forms meant that she was called a pioneer.
The artwork below to the right, Rust Red Hills, is a
landscape. Can you see how she has simplified the shapes
of the hills in the painting? As well as the shapes of the
landscape itself, O'Keeffe was fascinated by the bones
and skulls she found in the desert landscapes near where
she lived. She said: 'To me they are as beautiful as anything
I know…The bones seem to cut sharply to the centre of
something that is keenly alive on the desert even tho it is
vast and empty and untouchable.'
Georgia knew from the age of 12 that she wanted to be an artist. She
went to art school but what she was taught there didn t seem relevant
to the way she wanted to paint. Then in 1912 she discovered the
revolutionary ideas of an artist and designer called Arthur Wesley
Dow. He emphasised the importance of composition – which means
how you arrange shapes and colours. As O Keeffe explained: His idea
was, to put it simply, fill a space in a beautiful way . This was a light-
bulb moment for her and from then on she began to experiment with
shapes, colours and marks.
Georgia met other artists who, like her, were experimenting with abstract art. Art in the 1920s was
exciting. Artists didn t just want to show how something looked but were using colours, shapes and
brush-marks in unexpected ways to express meanings, ideas and
feelings. This encouraged Georgia to develop her own unique
style – a combination of abstract and realistic.
Look at her painting of hills to the right - Although you can
recognise what it is, it also has a strange and powerful atmosphere
that a photograph of the landscape, or a more traditional,
straightforward realistic painting, wouldn t have. It was painted in
New Mexico, USA. Georgia first visited New Mexico in 1916 and fell
in love with the dramatic desert landscape with its rugged
mountains.
Write a short summarising paragraph about Georgia O’Keeffe and her artwork.
Think: How would you explain this kind of art to someone who had never seen it before?
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French - Identity
Hi! I’m called Didier Drogba and I am Ivorian (from the Ivory Coast) (de la Côte d’Ivoire). The
Ivory Coast is a country in the west of Africa and here one can go to the restaurants, the stadiums
and the beaches. Me, I prefer to go to the stadium because I love football!
My birthday is (mon anniversaire est) the 11th March and in my family there is my wife, my three
children and my two younger brothers. My brothers, they have short black hair and brown eyes.
They are also footballers.
I play (je joue) football professionally, and for this I live in France, in England, in China, in Turkey,
in Canada and in the USA – six different countries, but not at the same time! In England I have
played for the Chelsea football team and it was great! I love to play football and I win often prizes
like “player of the year”. (joueur de l’année’)
I also earn a lot of money and with this I have helped to finance (financer) the construction of a
hospital in the city of Abidjan, in Ivory Coast. I also work with charities around the world. »
Answer the questions below:
1. How do you write in French ‘The Ivory Coast’?
________________________________________________________________
2. How do you write in French ‘my birthday is’?
________________________________________________________________
3. Which countries has Didier lived in?
________________________________________________________________
4. How do you write in French ‘I play’ and ‘the player of the year’?
________________________________________________________________
5. In what way is Didier helping other people?
________________________________________________________________
________________________________________________________________
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Physical Education
Next term we will be looking at the following items: Respiration, effects of exercise on the body,
main muscles of the body and the contraction/ extension of the muscles. Before you return to
school it will help with your understanding to read the following information about effects of
exercise on the body.
Short term effects of exercise
When we begin an activity changes happen in the body to ensure we have energy and can
perform the activity as efficiently as possible. The changes that happen immediately while we are
exercising and only last for the period of that exercise are short term effects. You will experience
these changes when you are in your PE lesson each week:
Increased range of movement (More flexible)
Joints become easier to move (Loosened joints)
Muscles are warmer and can stretch more
Breathing becomes faster/ heavier
Heart rate increases (beats faster)
All of the above changes occur when performing an exercise or physical activity.
Long term effects of exercise
If we exercise on a regular basis other changes take place in the body but require a longer
amount of time for the effects to take place. These are known as long term effects of exercise.
These consist of the following changes:
Increased muscular strength (You get stronger)
Body fat is reduced
Reduced risk of respiratory problems
Reduced likelihood of heart disease
Increase in tendon, ligament and bone strength(tendons and ligaments
These changes take place over time and require athletes to participate in sport and training on a
regular basis.
TASK: Using the above information, make 2 revision cards. One card for Short term effects of
exercise and one card for long term effects of exercise. If you do not have revision cards at home,
you can make some using paper. There are some
examples of
revision cards
below.
Card 1- Short term effects of
exercise
Card 2- Long term effects of
exercise
Only add key information. Use
bullet points or spider webs/
images to display the information.
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EBC
What do mean by the word democracy? Where did
it come from?
The word democracy comes from
Greek, demos (people) and kratos (power/rule)
which means that power is in the hands of the
people.
By approximately the 5th century before Christ, the
city of Athens (Greece) created an important new
governing system.
At least once a month, all the citizens of Athens
would meet in an assembly to discuss how the city should respond to current issues. Each
citizen eligible to vote was allowed to express their ideas on important issues before a vote
was held to decide what should be done.
This was the first-time ordinary citizens had the opportunity to be involved in deciding how
the country should be run. All citizens directly contributed to the democracy of Athens.
Do we have a democracy in the UK?
Today, 66 million people live in the United Kingdom (UK). It would be impossible to have a
forum such as the one Athens to hold discussions between 66 million people every month,
so there is a representative democracy in the UK. This means that citizens choose a person
to speak on their behalf in a forum.
Citizens choose a representative at an election and then the elected representative
discusses and votes on matters on behalf of citizens. It is therefore important that these
representatives listen to the feelings of their constituents – the people who have voted for
them.
For most citizens, voting in an election is their main political action, if not the only political
act. That is, the only way they participate in politics.
Activities
Answer these questions in full sentences:
1. What does the word democracy mean?
2. What would the citizens of Ancient Greece do once a month?
3. What type of democracy do we have in the UK?
4. What is the main political action that many citizens do?
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Drama: The Story of Matilda
Matilda Wormwood is a gifted girl with unpleasant parents. Matilda teaches herself to read and
spends her afternoons at the library. Matilda’s parents think she should read less and watch more
television.
Matilda’s father, Mr. Wormwood, is a dishonest car salesman. He uses several illegal tactics to trick
people into buying cars that are complete junk.
Matilda decides to punish her parents for the way they treat her. She tricks her father into gluing
his hat to his head, borrows a neighbour’s parrot to convince the family that there is a ghost in the
dining room, and swaps her father’s hair tonic for dye that bleaches his hair.
When Matilda goes to school she meets her kind and thoughtful teacher, Miss Honey. Miss Honey
tries to get Matilda moved to a higher grade, since she can read and write better than children
several years older. Miss Honey is unsuccessful because the Headmistress of the school, Miss
Trunchbull, refuses and believes Miss Honey is just trying to get rid of Matilda.
Miss Trunchbull is mean to students. Matilda wants to punish Miss Trunchbull for being a bully.
Matilda and another girl in her class, Lavender, become friends. Lavender is also rebellious and
wants to punish Miss Trunchbull.
When Miss Trunchbull comes to teach Matilda’s class, she is mean to the students and even Miss
Honey. Lavender puts a newt into Miss Trunchbull’s water jug, causing her to scream and jump
back. While Miss Trunchbull is yelling at the students, Matilda stares at the glass that holds the newt
and uses her mind to knock it over onto Miss Trunchbull. Matilda speaks with Miss Honey about
what she has done. Miss Honey has Matilda push the glass over using her mind again and is
amazed at Matilda’s power. They go to Miss Honey’s small home to have tea and discuss
Matilda’s powers.
Miss Honey tells her that she was raised by a very mean aunt who took her father’s home and
keeps almost all of Miss Honey’s money when she gets paid by the school. Miss Honey then reveals
that her aunt is Miss Trunchbull.
Matilda spends the next week practicing her mind powers and comes up with a plan. While Miss
Trunchbull is teaching her class, Matilda lifts a piece of chalk and writes a message on the
blackboard, making it seem as if the message is from the ghost of Miss Honey’s father. Miss
Trunchbull faints. After she recovers, she leaves town. Miss Honey receives a letter with her father’s
will that Miss Trunchbull had kept from Miss Honey. She gets ownership of her father’s house and
savings account.
Matilda returns home one day to find her family frantically packing the car. Her father tells Matilda
that they are moving to Spain and not coming back. Matilda runs to Miss Honey, who tells Matilda
that her father is in business with criminals, and it was only a matter of time before he would flee
the country. Matilda brings Miss Honey back to her house and asks her father if she can stay
behind and live with Miss Honey. Matilda’s father agrees and the family leaves her behind.