Robinson Crusoe

First Page: Division into Sections and Summary

The table presented below can serve as an interactive learning tool. It was initially designed for the entire class, with a primary focus on aiding students with dyslexia or special needs, while remaining adaptable for all students. It is a product of collaborative efforts, involving extensive brainstorming and diligent work. The students, engaging in a collective effort, discussed and dissected every word before meticulously organizing the information into the chart. The atmosphere during this process was one of joy and pride, with both the students and myself as their teacher sharing a sense of accomplishment.

The chart below serves as a learning tool specifically designed for accurately summarizing narrative prose texts, playing a crucial role in an ongoing process—the learning of textual analysis.

Its preparation table involved a systematic approach. After a thorough reading of the text, the students strategically divided it into distinct parts, identifying each event within the plot. Subsequently, we engaged in a collaborative brainstorming session to elucidate the essence of each segment. Initially, the syntheses for each section were more detailed than what is presented below. Through a series of questions and answers, the sentences were reformulated, rewritten, abbreviated, and occasionally expanded. 

After the transformative process of the sentences, we selected a fitting title for each section—an endeavour that proved to be no simple feat. This entire process not only facilitated a deeper understanding of the text but also developed critical analytical skills among the students.


The narrator/protagonist shares information about his family origins with the readers. His father came from Bremen, settled and became a merchant in Hull where he got married. He explains how it happened he was called Robinson and how his family got the family name of Crusoe. The protagonist introduces his brothers, both older than him. The elder one, a lieutenant-colonel, was killed in Flanders by the Spaniards. His second brother had an unknown destiny. Robinson describes himself as the third son, neither fit for studying nor for trade. He was educated at home at first, then in a free school. He also declares his desire to sail the seas against his father's will/commands. The protagonist's father tries to dissuade him to sail the seas and to convince him to become a merchant so that he can enjoy the advantages of the "middle state"(middle class).

LnT suggests

LnT Read the first page of the novel. It's fast, it's easy (there is a wordlist).