Maddie and the Stolen Treasures is an action adventure middle grade novel recommended for children aged 10 to 12 years of age, years 5 to 6.
PLOT SUMMARY:
Thirteen‑year‑old Maddie travels to Egypt with her grandparents while her family is going through a difficult time at home. During the trip, her grandfather is arrested after unknowingly carrying a stolen artefact linked to Queen Nefertari. Determined to clear his name, Maddie teams up with new friends to track down the smugglers responsible. As the mystery unfolds, she confronts danger, navigates unfamiliar environments, and learns that courage does not mean being fearless- it means continuing even when you are afraid.
Contents:
CLASSROOM DISCUSSION:
Understanding of how vocabulary, grammar and visual images describe a person, place and thoughts, and how that influences the reader’s interpretation.
Re-read the first few chapters of the book:
Questions:
Why does Maddie feel uncomfortable in Cairo at the beginning of the story?
How does the author use language to draw you into the story?
Can you give some examples of words and phrases that bring this scene to life through the different senses?
How does this opening scene through Maddie’s eyes and self-talk influence how engaged you become with her as a character?
Maddie is given a necklace, a gift from Grandma, of the Egyptian goddess, Isis.
Why is the Isis necklace important to Maddie?
Travel – do’s and don’ts
Grandad accepts a package from the bus driver to take to Cairo.
Why is this wrong?
What other things are important to consider if you are travelling to other countries?
What role does the bus driver play in the mystery?
Multiculturalism
Omar’s father is the Director of Antiquities in Aswan. He says, (Pg 50), ‘Anyone smuggling artefacts is betraying his country’.
What does that say about the Egyptian authorities? Are there other differences between Egyptian and Australian authorities?
Maddie and Omar are rescued by a Nubian man and taken back to his home. (Pg 89)
Who are the Nubian people, and what are their customs?
When Maddie is tied up in the back of a truck and transported across the Sahara Desert, she is rescued by some Bedouins, friends of Manar.
Who are the Bedouins and where do they live?
Explore how the author develops character and situation to create dramatic action, improvisation, and play-building.
Myths and ancient religion
Who are the main gods and goddesses of ancient Egypt, and what characteristics do they represent?
Why is Isis, the goddess of magic and protection? What is the myth associated with her title?
When Maddie visits Queen Nefertari’s tomb, she is frightened by the story and hieroglyphs depicting the heart being weighed against the feather of Ma’at.
On the cover of this book, there is a picture of this scene. Can you name the gods/goddesses pictured in this drawing?
What does it mean if the heart is lighter than the feather? How does Maddie resolve her fear?
Narrative
The story is told in first person.
What are the differences between first and third person perspectives?
Why do you think the author wrote this story from a first person perspective?
Rewrite a key scene from another character’s point of view.
Structure
Maddie’s character arc and the plot of the story are based on the hero’s journey.
In the book ‘Save the Cat! Writes a Novel’, by Jessica Brody, the author explores the three-act structure, as based on books by Blake Snyder.
Act 1; – is a snapshot of the hero and their world before their life is challenged by a catalyst or inciting incident.
Maddie is enjoying a holiday with her grandparents, until her grandfather is unknowingly caught with an ancient artefact and put in prison.
Act 2; – is the middle of the story.
After some deliberation, Maddie decides to accept the call to action and help Omar find the bus driver.
She chases after Red Scarf, going through some fun and games, until the midpoint, where they are locked in a storage room, the false defeat. After this point, Maddie and her friends are closing in on the bad guys. But Maddie is captured, and all is lost. She appears to go into a dream state and witnesses her own death – sometimes called ‘dark soul of the night’.
Act 3:- Maddie realises she has to return to the real world to free Grandad from prison, the aha moment. After escaping from Red Scarf’s truck, they get chased through the White Desert, which ultimately results in the capture of the bad guys/the climax. When they all return to Cairo, the finale, Maddie remembers she has an artefact stowed in her pocket, which incriminates Red Scarf and frees her Grandad from prison.
Classroom Activities
Anxiety
When Grandad is caught with the stolen artefact, Maddie has an anxiety panic attack, when she is questioned by Manar.
The word ‘LIE’ echoed through my brain. Shadows of darkness swirled around my head. I could feel the tension flow up my body like a wave. Pg 34
Why is Maddie having such a strong reaction?
She has another reaction when she is told her grandad was going to prison.
‘Charlie!’ Grandma shrieked. ‘Prison? No!’ The world went dark. Shadows crashed over me like a breaking wave, as I slid deeper and deeper into the cave. Pg 37
What symptoms does she have, and what does she do to relax?
Have you ever felt anxious? What helped to calm yourself down?
Violence is used by Ahmed, the Antiquities Director, to find the location of the bus driver. Both Maddie and Grandma are upset by this incident.
He betrays his country!’ Ahmed slapped the man across the face. I gasped, shocked at the sudden violence. Pg 54
What international laws are there to protect prisoners from ill treatment?
When Maddie and Omar, chase after Red Scarf, but are locked in a storage room. Maddie’s panic attack is exacerbated by her self-talk.
Locked away where nobody will find us. No food. No water. No fresh air. We will die here. My throat tightened. My breath squeezed to a gasp with each realisation. Pg 84
Do you speak negatively to yourself?
Sometimes others can say horrible things to you, or about you to others.
What can you do to change that?
Maddie is helped by his Egyptian friends Omar and the Nubian boys to spy on Red Scarf.
How do you think that influences Maddie’s relationship with herself?
In the chapter ‘Locked in a Prison’, Maddie has another panic attack, but calls on Isis, her magical necklace, to help her. She reflects on the memories of her mother, her failures, her fears. Through a dramatic release, Maddie lets go of her frustrations and fears. She feels like a weight has been lifted off her.
The author uses the analogy of a balloon. Discuss how the author uses it to explain her release. Are there other examples of analogies used throughout the book?
When Maddie travels to the Judgement Hall, she is faced with the judgement of her heart being weighed against the feather of truth. She suddenly feels afraid. She calls on Isis again.
Discuss how the influence of Isis helps Maddie to release her tension again.
Create a character profile for Maddie including her strengths, fears, and how she changes
during the story. When does Maddie begin to act more confidently?
1/- Egypt is a country in the north of Africa. What other countries form its boundaries?
Around 95 to 96% of Egypt is desert. Name the deserts of Egypt.
What animals and birds live in the desert, compared to those that live on the Nile?
2/- The Nile river runs through Egypt from south to north.
Where does it originate, and how long is the river, and what countries does it pass through?
What crops does Egypt grow along the river and the Delta?
3/- They began building the Aswan dam and finished in 1971 and created Lake Nasser.
How big is Lake Nasser? Why did they build it? How has the dam affected their crops since?
4/- In ancient Egypt, the river Nile provided transport for the stonework needed to build the temples and pyramids.
How many pyramids are there in Egypt and why were they built and by whom?
5/- The young Tutankhamun, famous for the artefacts they found in his tomb, was a Pharaoh from the 18th Dynasty.
What year was he born? And how old was he when he died?
Who discovered his tomb, and what treasures did they find?
6/- In the story ‘Maddie and the Stolen Treasures’ Grandad was caught with a stolen artefact from Nefertari’s treasures, the favourite wife of Rameses the second.
What amazing temples did he build during his reign as Pharaoh?
What years and how long did he reign for?
Maddie and the Stolen Treasures offers an engaging reading and learning experience for students. In assessing the novel’s themes, plot and character arc, students are encouraged to explore ancient Egyptian history, multiculturalism, personal and family relationships, and personal health and wellbeing. Through discussion and comprehension activities, students can develop critical thinking, language, and literacy skills that enhance their own writing, as well as an appreciation for other cultures and empathy for personal adversities. It is deemed that these teaching materials provide a foundation for meaningful discussions and creative activities that enhance students’ understanding and skills.
Books that influenced the writing of ‘Maddie and the Stolen Treasures’.
‘Scar town’ and ‘Cop and Robber’ by Tristran Bancks, are both thrilling stories that have real-life like events that throw the protagonist into some difficult circumstances. They can either sink or swim to get themselves out of trouble. I also love the car chases and the sinister villains. Great reads!
Maddie’s character arc has parallels to Morrigan Crow in Jessica Townsend’s ‘Nevermoor’ series. Morrigan is born into a loveless family but slowly realises that friendship can also bring a sense of belonging and love.
Maddie’s anxiety attacks are comparable to Harriet Manners in Holly Smale’s ‘Geek Girl’. Harriet’s anxiety is triggered by events, but it is her ability and techniques to conquer those fears that is her strength.
Tales of Ancient Egypt
Ref – Green, R L, (revised edition – 2011). Penguin Random House.
Stealing History: tomb raiders, smugglers, and the looting of the ancient world
Ref – Atwood, R, (2004). St Martin’s Press.
The Adventures of Tintin: Cigars of the Pharaoh
Ref – Herge, (revised edition 2012). Farshore, imprint of Harper Collins Publishers.
Rameses: Volumes 1 to 5
Ref – Jacq, C. (1995-96). Warner Books.
About the author;
David, originally born in New Zealand, has lived in various parts of Australia for the last 40 years. Currently, he lives in the beautiful Huon Valley in Tasmania, with his wife, two labradoodles, and a few chooks. He is a man of many talents; juggler, photographer, and bee keeper, to name a few, and loves hiking the wilds of Tasmania. A self-confessed ‘Foot Magician’ (aka Podiatrist), by day. David loves the life balance of work and home life. It gives him time for personal and creative pursuits, including writing.
Q and A with David Webby.
How did you come up with the idea for this story?
I first travelled to Egypt in December 2022 with my wife. I was fascinated and awestruck by the age of Egyptian history. It is one thing to see photos of hieroglyphs and giant statues of Pharaohs in books and on the internet, but to see it up close is phenomenal. Painted on the walls of the tombs, were ancient and intricate hieroglyphs, describing their afterlife, the interaction of their gods and goddesses, all painted in bright colours, thousands of years old. I was mesmerised.
Egypt is a country rich in history, but also modern capitalism. The turmoil of daily life is in your face, a mix of smiling locals cooking bread in the streets of country towns, or locals running across 4-lane highways in the city to catch the bus. There are the street sellers desperately trying to sell you souvenirs, or the guards at the pyramids wanting to take your photo, then asking for money. And then I read stories in the media about the black market and illegal smuggling. Here is a country so proud about its history, yet others who would sell an artefact to make a buck. Egypt is full of contradictions, of light and dark.
Who wouldn’t be inspired to write a story about all that?
From that first journey, I began to contemplate what that would look like. The ‘What if’s’ began to immerge. What if grandad got caught with a stolen artefact. What if my protagonist was a girl? How would she help grandad get out of prison?
And so, it began.
How would you describe your writing process?
It was great to bounce ideas off my SCBWI writers group. I would write a chapter each month about my experiences, and ideas. I was encouraged to describe the sights, sounds and smells that make Cairo so fascinating.
One writer from the group put me onto Jessica Brody’s book ‘Save the Cat! Writes a Novel’, The book describes the hero’s journey, encompassing the highs and lows, the triumphs and defeats, transforming through the dark soul of the night, to the finale. What a powerful idea!
I found the hero’s journey to be the perfect structure to use as a foundation for my novel.
My protagonist then became the granddaughter caught in a fractured family, who is sent to live with her grandparents whilst her dad sorts out the mess. The grandparents go on holiday to Egypt. She doubts her worthiness, her inclusion. She becomes engaged until all hell breaks loose. She needs to overcome her fears, her anxiety. With the help of her spirit guide, the goddess Isis, she learns to take control of her reactions, in order to help grandad get out of prison.
A second visit to Egypt in February in 2024, helped clarify some of the destinations, and was a chance to discuss culture and descriptions with our local tour guide. Creativity and persistence did the rest.
Part of the writing process also involves editing. After the ongoing chapter critiquing through my writers group, I did a professional edit. It also included the examination of the character arc, a valuable process.
Are there elements of your own childhood in the story?
The lack of worthiness, fears and anxieties have been a constant burden throughout my life. My early years were a challenge, particularly during high school. Maturity and awareness have certainly given me tools to transform my beliefs, gain confidence and self-esteem. I just wish I had the courage of Maddie during those early teens.
These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale
Copyright © David Webby 2025, (Tree of Life Creations)
Publication details;
ISBN: 978-1-7636551-3-3 (paperback), ISBN: 978-1-7636551-2-6 (eBook)
Text Copyright © David Webby 2025, (Tree of Life Creations)
Illustrations Copyright Ekaterina Rutledge, 2025
Cover Design by Getcovers 2025
Printed and bound in Australia by; Clark and Mackay, Brisbane.
Publishing date – 22nd February 2026, Tree of Life Creations.
RRP $21.95 (AU $)
AU Distributor – Blackgum distribution services, 91 Albert Rd, Moonah, TAS, 7009, Ph 03 6234 9950
Also available from ALS, Peter Pal, James Bennett, and other library suppliers
Or direct from author David Webby, contact:- email: treeoflife444@live.com.au
website – www.davidwebby.com
For Teacher’s notes, contact the author directly; email: treeoflife444@live.com.au