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Robinson Crusoe: Reading Lesson Plan
Pre-intermediate - Grade 4 - Primary level


Abc Gap-fill handout
Abc Guess what quiz
Abc Reading text and questions (SB)
Abc a smart board, sound system, an internet access and a PC
Abc Baamboozle Platform/ Flashcards
Abc Jamboard Platform/ Flashcards

Main Aims

  • To provide inference reading practice using a text about Robinson Crusoe story

Subsidiary Aims

  • To provide fluency speaking practice discussing the main idea of the story.
  • Order the stages of the reading lesson (pre-reading, while reading and post-reading). 
  • To provide practice of vocabulary related to the text in order to discuss the character of Robinson Crusoe.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Demonstrate some pictures about a man trapped on an island. Ask them to check their understanding of "Survival Skills" using Baamboozle (online Session), or to stick the flashcards on the board. They have to work in groups discussing new ideas and writing new vocabulary. After that, they have to stick their ideas or new vocabulary on the board/ virtual collaborative board. For example, what could you be able to survive if you were in such a difficult situation? Through Baamboozle, check and discuss your answers in groups Write new vocabulary and ideas on stick notes. Time-limited is 2 minutes. Later, after accomplishing the task, ask them to put/ share the stick notes on the collaborative board.

Exposure (2-3 minutes) • To provide a model of the task and highlight a general overview of the presented story

(2 Minutes) Present an interactive video including seven questions via Nearpod. Asking students to answer the provided questions (i.e. Watch and answer the provided questions: (A student's name) The sailors are...) In a Face-to-face classroom, the teacher should put some pictures about the movie in order on the board asking/ nominating students to answer the provided questions which are presented on the board.

Pre- Reading 1 (3-4 minutes) • To encourage students express their prior knowledge

Using Jamboard or KWL hangout, ask students to work in groups in order to stick notes on the different columns of the KWL chart talking about (what they know; What they want to know; and what they learned about the salient topic). For example, In groups, you have to stick different color notes on the KWL table. K is for "What do you know?"; W is "What do you want to know?"; and finally, L is for "What did you learn about the topic?". You have 4 minutes to finish this activity.

Pre- Reading 2 (2-3 minutes) • To present a general overview about the text as well as provide limited word bricks in order to ensure that students will understand the text in the task stage.

(3 minutes) In groups, ask students to answer the question of fill-in-blanks. Later on, ask them to check and compare their answers. For example, in groups, answer these questions. You have 2 minutes to finish the task.

Pre- Reading 3 (0-1 minutes) • To provide a general idea about the type as well as the writer of the text

(1 minute) Make sure to provide some parts regarding the story. Ask students and check their answers. For instance, T: What type of novel is this story? S: realistic fiction. In a face-to-face classroom, some questions have to be displayed on the board.

Task (4-5 minutes) • To provide an opportunity to practice target productive skills

(5 minutes) Ask students individually to answer the questions according to the provided text. Then, in groups, they have to check and compare their answers. Later on, they have to check their answers with the original one demonstrated on the board. For example, In groups, discuss and compare your answers. - You have 5 minutes to finish the activity.

Task 2 (1-2 minutes) • To ensure that students totally understand the text

(2 minutes) Ask/ Nominate students some questions listed in Baamboozle about the story of Robinson Crusoe. For example, T: Was Robinson Crusoe the only survivor from the ship? S: yes, he was.

Planning (4-5 minutes) • To provide an opportunity to plan students' reports

(5 minutes) Ask students in groups to fill in the predict reading table (using stick notes) on Jamboard (hangout/ sheet). They have to write their prediction before reading and the confirm/ text evidence. For instance, In groups, Prepare a list of predictions about the story of Robinson Crusoe . Use the provided stick notes. The time allowed is 5 minutes.

Report (2-3 minutes) • To allow students to report on how they did the task and how it went

(3 minutes) Encourage each group to nominate a student to reflect on their tasks (Guess what will happen and check if your guess was right). For example, Each group should choose a student to reflect on their tasks. You have 1 minute for each group.

Language Analysis (4-5 minutes) • To clarify the meaning, form and pronunciation of the task language

(5 minutes) Ask/ nominate students to check the meaning of the provided vocabulary (choose and match) throughout the matching game. Elicit the sort of the word (noun, verb, adverb, or adjective). For example: T: In this game, you should match the word with the meaning or the picture. Yes, Malek. S: Blow with the huffing cloud. T: Perfect. What is the type of this word? S: It's a verb. T: Ok, regular or irregualr? S: irregular. T: Then, what are other forms of the verb "blow"? S: blow, blew, blown.

Language Practice (5-6 minutes) • To provide students with practice of the task language

(5 minutes) Ask students in groups to use any dictionary (visual, pictured, or monolingual) and complete the vocabulary builder on Jamboard. Then, each group should present their slide. For instance: In groups, use a dictionary and prepare the vocabulary map. The time allowed is 3 minutes

Homework (2-3 minutes) • To clarify how to use different technological devices in submitting their homework

(3 minutes) Explain how students can submit their homework utilizing different devices, especially story Jumper and/ or Stop Motion Studio, to create their own version of Robinson Crusoe. Then, ask them to submit their answers on Padlet for collaboration. Answer the students' questions. In a face-to-face classroom, ask students to design a journal in which each group designs different version stories of Robinson Crusoe and provide them with drawings.

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