What is your attitude towards the hero Nils? Operational means of developing skills of understanding another person by primary schoolchildren
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During the classes
I. Updating knowledge.
Teacher: What was your homework?
Children: Draw illustrations on the topic “How I imagine Nils” for excerpts from the fairy-tale story.
Teacher: Look at the drawings of your comrades. Why do you think I asked you to draw illustrations for different passages of Selma Lagerlöf’s story at home?
Children: So that you can observe how the image of the main character in a fairy tale changes.
– To understand how Nils’ character changes over time.
- To understand the meaning of this work.
Teacher: What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed?
Children: “How difficult it is to become human.”
Teacher: Why do you think the authors of the textbook placed it in this chapter fairy tale Selma Lagerlöf?
Children find it difficult to answer.
Teacher: Do you understand the meaning of the title of the chapter? After all, Nils was born a man. Does someone who was born human also need to become human?
Children: To become human means to become a good man, a real person.
Teacher: Is Martin right when he told Akka about Nils: “You can’t even call him a human being”?
Children: Judging by his past actions, he cannot be called a human being. Besides, Nils is too vertically challenged in order to be considered human and pose at least some danger to the pack.
Teacher: Read the epigraph to the chapter (p. 38). Let's clarify who Grigory Gorin is? Do you know such films as “ An ordinary miracle”, “The same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin.
– How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible?
Children: The writer means the awakening of his soul in a person; a person can “see the light”, become more sensitive towards other people, towards the world around him.
Teacher: Which of you can address these words to yourself?
Children raise their hands.
Teacher: How will this manifest itself?
Children: Helping animals, nature, loved ones and acquaintances.
II. Analysis of excerpts from a fairy tale in terms of the main story moral problem“Becoming human.” (p.31-61)
Teacher: Which one do you know? literary heroes Can we include the words of Grigory Gorin?
Children: To Nils.
Teacher: Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech.
– How can we better organize work in class in order to have time to analyze all the chapters that we read together?
Children: Work in groups.
Teacher: Okay, I’m glad that you have learned to save study time and know very good way do it. How many groups can there be?
Children: How many groups drew illustrations, so many chapters will be analyzed - 4. (6 people in each group.)
All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages.
Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in a notebook according to literary reading indicating the page number to read the confirmation of this trait.
III. View an excerpt from the cartoon “The Enchanted Boy.”
Implementation of the requirements of the new Federal State Educational Standard:
Teacher: Before we start discussing the main character, let's see how Nils appears to us at the very beginning (watching a cartoon excerpt).
1. Tell us what kind of drawings you would make for a fairy tale (“The Discourteous Son.” Belorussian folk tale).
2. Compose a description of Nils based on the passage you read.
a) Appearance;
b) Character traits;
c) Nils’ actions;
G) Mutual communication the character of the hero and his actions;
e) Your attitude towards the hero (Selma Lagerlöf “Forest Dwarf”)
3. Write a letter that Nils could send
to tell his mother from his trip (Selma Lagerlöf “The Forest Gnome”).
4. Choose definitions for the word mother (I. Pankin “The Legend of Mothers”).
6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak “Bad Comrade”).
7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak “Bad Comrade”).
8.Make drawings for each part. Sign with words from the text and make a filmstrip (Yu. Koval “Mustache and Piglets”).
9. Come up with your own story that could happen to Pippi (Astrid Lindgren “How Pippi settled in the Chicken Villa”).
10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky “The fur boarding school opens”).
So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade has a small amount creative tasks, tasks for independent work(about ten), which can contribute to the formation of junior schoolchildren skills to understand another person. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (“Paradise Unknown” is a Swedish folk tale, “The Tale of the Priest and His Worker Balda” by A.S. Pushkin, “ Mishkina porridge"N. Nosova, "Topsy-turvy" by V. Dragunsky, "Shark" by L. Tolstoy, etc.), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by younger schoolchildren. Thus, we can draw the following conclusion: the textbook on literary reading for the 3rd grade contains an insufficient amount works of art, rich human knowledge, and accordingly a poorly developed system of questions and tasks creative nature and tasks for independent work. An exception is Selma Lagerlöf’s fairy tale “The Forest Gnome,” which offers a more extensive list of questions and creative tasks aimed at clarifying emotional state, motives of the hero’s behavior, assessment of his actions. These are questions such as:
Did you feel the writer’s attitude towards her hero? What is it like?
What was Nils like before the incident?
What actions of the boy indicate his cruelty?
Did Nils regret his evil actions?
Can we say that Nils was lazy?
Determine the main character traits of the hero.
How did Nils feel after turning into a little man?
The following tasks are offered for independent work:
1. Write a characterization of Nils based on the passage you read.
a) Appearance.
b) Character traits.
c) Nils' actions.
d) The mutual connection between the character of the hero and his actions.
d) Your attitude towards the hero.
2. Write a letter that Nils could send to his mother from the trip.
Similar to the above analysis by the author thesis A textbook on literary reading for the 4th grade was also studied. As a result, it was found that the number of works of art containing human knowledge is only 10% of general content textbook.
Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.
Table 2.
| Title of the work of art | Questions aimed at clarifying the emotional state and motives of a person’s behavior |
|
Norwegian legendary tale “The Ravens of Ut_Resta” |
1. Matthias. What kind of person is this? Find words and expressions in the text that help you characterize Matthias. |
|
"Boy Star" |
1. Why did the Star Boy go looking for his mother? 2. What character traits were inherent in the Star Boy at the beginning and at the end of the fairy tale? |
|
K. Chukovsky “Neither in front nor in black” |
1. Did you sympathize with the hero? Why? 2. What facts indicate that the narrator is a good person? |
|
L.Kassil "Volcanic Country" |
1. Was the father fair to his children? 2. How do the boys’ actions characterize them? |
|
A. Tolstoy "Nikita's Childhood" |
1. What can you say about the hero of the story? What is he like? 2. Why didn’t Nikita want to study? |
|
G. Skrebitsky "Birthday" |
1. What feelings did Yura experience when he expected the gift and when he received it? 2. Does the boy have a friendly family? Why? |
Creative tasks:
1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);
2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);
3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);
4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).
Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of N.K. Krupskaya that what's at school great attention is devoted to observations of nature, and not of living people and their relationships.
Other diplomas in the subject of Pedagogy
Issues belonging to the first group may include such questions as:
- Determine the main character traits of the hero (A. Tolstoy Shark)
- How did Harald appear to you? Describe It (The Unknown Paradise Swedish Folk Tale)
- Did you like the narrator? Is it possible to call it positive hero? (N. Nosov Mishkina porridge)
- Is it compliant? external description Neptune him inner world? Why do you think so? (I. Pankin Legend of Mothers)
The formation of the ability to understand the reasons for actions is facilitated by a system of questions such as:
- What and why did mothers sacrifice for their sons? (I. Pankin Legend of Mothers)
- Why did the father say to Kolya: Look at the portrait of the worst friend? (Dm. Mamin-Sibiryak Bad Comrade)
- Think about why the old artilleryman fell and covered his face with his hands? (L. Tolstoy Shark)
- Why did Vasya want to be a brute, a grated roll, a shot sparrow? (Yu. Koval Mustache and piglets)
And the third group of questions includes questions of such a nature as:
- Did your attitude towards the hero of the story change as you read? Why? (S. Wolf I won’t forget him)
- When did you worry? When were you happy? (N. Garin-Mikhailovsky Theme and Bug).
The next parameter by which the textbook was analyzed was the analysis of the topics of assignments for independent work. Examples of such tasks are:
1. Tell us what kind of drawings you would make for the fairy tale (Uncourteous Son. Belarusian folk tale).
2. Compose a description of Nils based on the passage you read.
- Appearance;
- Character traits;
- Nils' actions;
- The mutual connection between the character of the hero and his actions;
- Your attitude towards the hero (Selma Lagerlöf Forest Dwarf)
3. Write a letter that Nils could send to his mother from his trip (Selma Lagerlöf the Forest Gnome).
4. Choose definitions for the word mother (I. Pankin The Legend of Mothers).
6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak Bad Comrade).
7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak Bad Comrade).
8.Make drawings for each part. Sign with words from the text and make a filmstrip (Y. Koval Mustache and piglets).
9. Come up with your own story that could happen to Pippi (Astrid Lindgren How Pippi settled in the Chicken villa).
10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky Fur Boarding School opens).
So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade contains a small number of creative tasks, tasks for independent work (about ten), which can help develop the skills of understanding another person in younger schoolchildren. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (Unknown Paradise is a Swedish folk tale, The Tale of the Priest and His Worker Balda by A.S. Pushkin, Mishkina Porridge by N. Nosov, Topsy-Turvy by V. Dragunsky, Shark by L. Tolstoy, etc. ), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by primary schoolchildren. Thus, we can draw the following conclusion: a textbook on literary reading for the 3rd grade contains an insufficient number of works of art rich in human knowledge, and, accordingly, a poorly developed system of questions, creative tasks and tasks for independent work. An exception is the fairy tale by Selma Lagerlöf, The Forest Gnome, which offers a more extensive list of questions and creative tasks aimed at clarifying the emotional state, motives of the hero’s behavior, and assessing his actions. These are questions such as:
- Did you feel the writer’s attitude towards her hero? What is it like?
- What was Nils like before the incident?
- What actions of the boy indicate his cruelty?
- Did Nils regret his evil actions?
- Can we say that Nils was lazy?
- Determine the main character traits of the hero.
- How did Nils feel after turning into a little man?
The following tasks are offered for independent work:
1. Write a characterization of Nils based on the passage you read.
- Appearance.
- Character traits.
- Nils' actions.
- The mutual connection between the character of the hero and his actions.
- Your attitude towards the hero.
2. Write a letter that Nils could send to his mother from the trip.
What helps a person become a person.
Goals:
Develop the ability to analyze, highlight the main points, compare and build analogies storylines in the text.
Consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;
Educate ethically based on the example of the main characters developed person, capable of comprehending the vision of the surrounding world and making his own judgment about a work of art.
Increasing interest in learning through active forms of work in literature lessons readings n-r, use of DsOR).
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Club activity
"What helps a person become a person.Selma Lagerlöf "The Wonderful Journeys of Nils with the Wild Geese."
Goals:
Develop the ability to analyze, highlight the main points, compare and build analogies of plot lines in the text.
Consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;
Using the example of the main characters to educate an ethically developed person, capable of comprehending the vision of the world around him and making his own judgment about a work of art.
Increasing interest in learning through active forms of work in literary reading lessons (e.g., the use of centralized speech).
Equipment:
-
Churakova N.A. textbook “Literary reading”;
- portrait of the writer;
- book exhibition;
M multimedia application;
- cartoon “Enchanted Boy”
Place this lesson in the system of lessons on this topic: a generalization lesson in the system of lessons on studying Selma Lagerlöf’s fairy tale “Nils’s Wonderful Journey with the Wild Geese.”
During the classes
Teacher activities | Student activities |
| Children read by heart: It is not for nothing that it is said in clever words: |
What works of Selma Lagerlöf can you name? What country did Nils live in? Who was constantly hunting for Nils and the flock of geese? 2) Work in mini-groups (written on sheets of paper) And now I want to check how you remember the names from the fairy tale. Only this time we will remember the names... of animals. 3)Working with text: fill in the blanks What did the gnome look like? On the head there is a ____________ hat, a __________ caftan decorated with lace collar and cuffs, stockings at the knees are tied with ________bows, and ___________buckles shine on ________ morocco shoes. | Children view the slides and answer the quiz questions Slide 1, 2, 3 - Selma Lagerlöf, Swedish writer. Fairy tales “The Changeling”, “The Legend of Christ”. In Sweden Dwarf To Lapland Fox "Animal Names"
Students work on separate sheets On the head is a wide-brimmed hat, black The caftan is decorated with a lace collar and cuffs, the stockings are tied at the knees lush bows, and on red morocco shoes sparkle silver buckles. |
3. Statement of a problematic question. - What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed? - Do you understand the meaning of the chapter title? After all, Nils was born a man. Does someone who was born human also need to become human? - Was Martin right when he told Akka about Nils: “You can’t even call him a human being”? | Children answer teacher's question We find out what helps a person become human. Children find it difficult to answer. To become a human means to become a good person, a real person. Judging by his past actions, he cannot be called a human being. In addition, Nils is too short to be considered a human and pose any danger to the pack |
4. Watch an excerpt from the cartoon “The Enchanted Boy.” Implementation of the requirements of the new Federal State Educational Standard: - Before we start discussing the main character, let's see how Nils appears to us at the very beginning. | Watching a cartoon excerpt |
5. Analysis of excerpts from a fairy tale in the aspect of the main moral problem “Becoming human” (p. 44-69, work in groups). - Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech. – How can we better organize work in class in order to have time to analyze all the chapters that we read together? - Well, I'm glad that you learned how to save study time and know a very good way to do it. How many groups can there be? - All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages. | Work in groups. Three (pp. 44-54, pp. 54-62, pp. 62-69) Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in literary reading notebooks, indicating the page number for reading confirmation of this trait. |
Physical education lesson LEADER | |
6.Continuation of work on the analysis of excerpts from a fairy tale. - Let's listen to the guys from group 1 (manifestation of Nils' character in actions and speech in excerpt 1, pp. 44-54) − What happened to Nils? - Why wasn’t Nils afraid of the gnome? - Who warned him about the power of the gnomes? - Find confirmation of your reasoning in the text. − Does Nils realize what happened to him? − Who does he ask for help? - Let's listen to the guys from group 2. − Who is he going on a trip with? − Was Martin happy to meet Nils? - Why does Martin change his attitude towards Nils after a while? Find evidence in the text. - Let's listen to the guys from group 3. What did Nils do to deserve the words that old Akka told him: “... the pack allows you to stay with us”? (Fearlessness - Nils showed all these qualities during the trip. - How did Nils’ character change during the journey? I will name the qualities inherent in Nils before the journey, and you name the qualities that the hero acquired during the journey. It turns out that we see two completely different people. Why has Nils changed so much? - Could Nils not help Martin? - Could he not help the wild goose? - Why was Nils not afraid to chase the fox, who was many times larger than him and could crush him with one swing of his powerful paw? - Why did the boy need to save the goose if he had previously teased the animals and thrown stones at them? Is it a coincidence that Selma Lagerlöf causes Nils to enter another dimension and begin to understand the language of animals? | Children Group 1 analyzes the passage in Page 44-54 Name character traits and read out the corresponding passages from the story. Mischievous, absent-minded, careless, lazy, hooligan, impatient, fidgety, liar, ignorant, curious, bully, cunning, ruthless, greedy, selfish The gnome turns him into little man, for abusing animals, does not want to study. Support statements with excerpts from the text. Selective reading. The gnome is a very small creature and Nils did not pay attention to this. Mom told her son many times about magical power gnomes Selective reading, drawings. He began to understand the language of animals. Work with text. Work with text. Group 2 of children analyzes the passage on pp. 54-62 fearless, desperate, compassionate, affectionate, tenacious, hardy, attachment to his home, caring, decisive, grateful, knows how to adapt to new living conditions, open, knows how to come to terms with circumstances, proud -
With pet goose Martin. Children find confirmation in the text. Work with text. Because Nils was human. Work with text. Group 3 of children analyzes the passage on pp. 62-69 Knows how to get used to a life that is alien to him, hardy, brave, courageous, fair, brave, quick-witted, dexterous, courageous, desperate, knows how to protect a friend, strong, resourceful, does not spare his life for the sake of a friend, decisive, fearless, tenacious, hardy, trusting, humane, kind, brave, fair, strong, smart, brave, brings happiness to others Selective expressive reading. Was - became: Gained wisdom life experience during the trip. The formation of man takes place. No, I would have died myself. Could. After all, there was no threat to Nils’ life, but the flock had already become his family. He was overcome by a fit of courage. The geese became his family, his relatives in his current situation, he fell in love with them. So Nils forgot about the danger that threatens him own life, when he saved the goose, he loved and pitied the goose more than himself. (words by L.N. Tolstoy) |
7. Watch an excerpt from the cartoon “The Enchanted Boy.” Let's see how Nils appears to us at the end of the fairy tale. | Watching an excerpt from a cartoon |
8. Lesson summary – Selma Lagerlöf wanted people to think about what real kindness is and real love, took care of nature, learned from the experiences of other people, so as not to end up as travelers in a desert world, but to use this time for the benefit of nature’s flourishing. N You must love all life on Earth, go towards it with goodness, then they will repay you in kind. – Was the fairy tale placed correctly in the section “How difficult it is to become human”? - And not only for loved ones, but also for those whom we may not know, but who need our help. Just like Nils among animals, so we, living among people, show our character in actions and speech, and over time we realize and understand something new. | Children's reasoning Right. After all, it shows what tests one must go through in order to become a real person: kind, caring, responsible for another person, for animals, for nature. |
9. Information about homework, instructions on its implementation − Children, what do you think can be done with our illustrations for the fairy tale? - Well done. Individual assignment: complete the task from the Teleschool (Lesson 36. S. Lagerlöf. Stories “Holy Night”, “In Nazareth”) | Children write down homework in diaries? Design a book.
Slide |
10.Reflection Thank you for the lesson! |
List of used literature
Selma Lagerlöf "Nils's Wonderful Journey with the Wild Geese"
Materials used and Internet resources
Multimedia CD "Encyclopedia of Cyril and Methodius for children."
Year of manufacture: 2008
Publisher: LLC "Cyril and Methodius"
Place of publication: Moscow
Multimedia CD “500 most interesting games”.
Year of manufacture: 2007
Developer: IDEX CT, JSC LA " Science book"
Publisher: New Disk
Stills from the cartoon “Nils’s Wonderful Journey with the Wild Geese”
(I made the cuts myself from the cartoon “Nils’s Wonderful Journey with the Wild Geese”).
Song “Hymn of Dunno and his friends” (M. Minkov - Yu. Entin).
Literary reading lesson
3rd grade (program by L.V. Zankov)
Topic: How difficult it is to become human. Based on the work of S. Lagerlöf“Nils's wonderful journey with wild geese”
Lesson objectives:
consider the hero of a fairy tale, the manifestation of his character in actions and speech, the development of character over time;
develop independence in reading, the ability to express judgment about what is read.
Place of this lesson in the system of lessons on this topic: the third lesson in the system of lessons on studying Selma Lagerlöf’s fairy tale “Nils’s Wonderful Journey with the Wild Geese.”
Equipment and used teaching aids:
Presentation, textbook “Literary Reading” by Churakova N.A., excerpts from the cartoon “The Enchanted Boy”, children’s drawings for the fairy tale story by Selma Lagerlöf.
During the classes
I. Updating knowledge.
- What is the name of the work that we read several lessons?
- What genre does it belong to?
This genre in literature is called a fairy tale. Do you know what a fairy tale is? What is a story? Let's turn to the encyclopedia.
A story is a work related to epic genre, it describes several events from the life of the main character, a certain period of it. The plot is often branched, has several lines, usually main character participates in the destinies of other people. The composition of the work often contains descriptions of landscapes, author’s digressions and detailed portrait characteristics
- Now you will hear information about this writer that you do not yet know.
Selma Ottilie Luvisa Lagerlöf is a Swedish writer. She was born in Sweden on November 20, 1858 in the family of a retired military man and a teacher. After graduating from the teacher's seminary, she began teaching at a girls' school in the city of Landskrona, located in southern Sweden.
A few years later, she began to actively publish her works, filled with traditions and legends of Sweden.
Lagerlöf became famous worldwide for her book about a boy, Nils, who is forced to travel with a flock of wild geese. The book was supposed to tell children about geography, history, legends and cultural traditions Sweden.
Is the first woman to be awarded Nobel Prize in Literature (in 1909) and third among all women to receive the Nobel Prize.
What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed?
“How difficult it is to become human.”
But Nils was born a man. Does someone who was born human also need to become human?
Children : To become a human means to become a good person, a real person.
- Was Martin right when he told Akka about Nils: “You can’t even call him a human being”?
Children : Judging by his past actions, he cannot be called a human being. In addition, Nils is too short to be considered a human and pose any danger to the pack.
Teacher : Read the epigraph to the chapter. Let's clarify who Grigory Gorin is? Do you know such films as “An Ordinary Miracle”, “That Same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin.
– How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible?
Children : The writer means the awakening of his soul in a person, a person can “see the light”, become more sensitive towards other people, towards the world around him.
Teacher : How many of you can address these words to yourself?
Children raise their hands.
Teacher : How will this manifest itself?
Children : In helping animals, nature, loved ones and acquaintances.
II. Analysis of excerpts from the fairy tale in the aspect of the main moral problem “Becoming human.” (p.31-61)
Teacher : Which of the literary heroes you know can be attributed to the words of Grigory Gorin?
Children : To Nils.
- Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech.
– How can we better organize work in class in order to have time to analyze all the chapters that we read together?
Children : Work in groups.
All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages.
Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in literary reading notebooks, indicating the page number for reading confirmation of this trait.
III. View an excerpt from the cartoon “The Enchanted Boy.”
Teacher : Before we start discussing the main character, let's see how Nils appears to us at the very beginning (viewing a cartoon excerpt).
IV. Continuation of work on the analysis of excerpts from a fairy tale.
Teacher : Let's listen guys1 group (manifestation of Nils’ character in actions and speech in 1 passage p. 38-42)
Group 1.
Mischievous, absent-minded, careless, lazy, hooligan, impatient, restless – p.38.
Liar, ignoramus, curious – p.39.
Smart, quick-witted – p.40.
Bully, cunning, resourceful, careful, ruthless - p.41.
Greedy, selfish – p.42.
2nd group children analyze the passage on pp. 42-47.
Liar – p.43.
Obedient, persistent, purposeful, bully, touchy – p.43.
Trusting, smart, shrewd, cowardly – p.44.
A bully, he offended everyone weaker than him, polite - p. 45.
Flattering, heartless – p.46.
Proud – p.47.
3 group children analyze the passage on pp. 47-55.
Caring, fearless, desperate – p.48.
Compassionate, affectionate – p.49.
Tenacious, hardy, attachment to his home – p.50.
Caring, decisive, grateful, knows how to adapt to new living conditions - p.51.
Thrifty – p.52.
Impatient, open, knows how to come to terms with circumstances – p.54.
He knows how to get used to a life that is alien to him - p.55.
4 group children analyzes the passage on pp. 55-60.
Hardy, courageous, courageous, fair, courageous, quick-witted, dexterous - p.56.
Brave, desperate, knows how to protect a friend, strong, resourceful - p.57.
He does not spare his life for the sake of a friend, he is determined, fearless, tenacious, hardy - p.58.
Trusting, humane, vulnerable – p.59.
Kind, brave, fair, strong, smart, courageous, brings happiness to others - p.60.
Teacher : How did Nils’ character change during the journey? I will name the qualities inherent in Nils before the journey, and you name the qualities that the hero acquired during the journey.
Was - became:
Absent-minded - attentive.
A bully is fair.
Impatient - hardy.
Lonely - made many friends.
A liar is truthful.
Lazy is hardworking.
Bully is a protector, a friend.
Ruthless - humane.
Selfish - generous.
Cowardly - brave.
Offender, heartless – defender of the weak, brave.
Nasty, proud - brings happiness to others.
Teacher : It turns out that we see two completely different people. Why has Nils changed so much?
Children : Gained wisdom and life experience during the journey. The formation of man takes place.
V. Understanding the idea of the story.
- Let's return to the title of the fairy tale. Remember when we said that the title very often contains the idea of the work?
- Why does the author say: “Wonderful journey”? After all, in fact, it was a life-threatening path in which you could die.
Children : Travel is life path. We all travel through life. A real miracle happened in Nils’ life. He learned from nature its simplicity and wisdom, managed to “settle in” in an unusual environment, survive in difficult situations, without complaining or shifting his troubles onto someone else’s shoulders.
– I became a person, a real person: caring, sensitive, strong.
- Why did Nils have such a difficult test?
Children : He was a loser and couldn't read books to learn from other people's mistakes.
- What is the main idea of Selma Lagerlöf's fairy tale? What did she want to explain to readers?
Every person is a person, and Main way life changes in self-improvement.
– Selma Lagerlöf wanted people to think about what real kindness and true love are, to take care of nature, to learn from the experiences of other people, so that they themselves would not end up as travelers in a desert world, but to use this time for the benefit of nature’s blossoming.
Teacher : you must love all living things on Earth, go towards them with kindness, then they will repay you in kind.
– Was the fairy tale placed correctly in the section “How difficult it is to become human”?
Children : Right. After all, it shows what tests you need to go through to become a real person: kind, caring, responsible for another person, for animals, for nature .
Teacher : And not only for loved ones, but also for those whom we may not know, but who need our help. Just like Nils among animals, so we, living among people, show our character in actions and speech, and over time we realize and understand something new.
VI. Lesson summary.
Teacher : What did each of you think about today? Share your thoughts, feelings.
Children : We need to be more attentive to everything that surrounds us.
Teacher : Deeper understanding main idea we can tell a fairy tale...
Children: When we consider the system of images and understand the characters and relationships of the heroes.
Teacher : This is what we will do in the next lesson.
Use the emoticon to indicate your mood, and back side indicate what character traits you would like to see in yourself?
Group assignments
Group 1. Read the passage pp. 62-66 Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Mischievous, absent-minded, compassionate, affectionate, lazy, hooligan, impatient, restless
liar, ignoramus, curious
Group 2. Read the passage pp. 66-71. Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Smart, quick-witted, lazy, Bully, cunning, resourceful, cautious, ruthless, greedy, selfish
Group 3. Read the passage pp. 71-79. Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Caring, fearless, liar, obedient, persistent, purposeful, bully, touchy, trusting, smart, quick-witted, cowardly
Group 4. Read the passage pp. 79-84. Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Caring, fearless, desperate, liar, ignorant, curious
Compassionate, affectionate
Group 5. Read the passage pp. 89-96. Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Caring, fearless, desperate Compassionate, affectionate Liar, ignorant, hardy, Greedy, selfish, decisive, Thrifty
Impatient, open-minded, able to come to terms with circumstances
Knows how to get used to someone else's life
Group 6. Read the passage p. 96-103 . Emphasize those character traits of Nils that fit his actions in this passage. Write down Nils' character traits on a sheet of paper.
Greedy, selfish Hardy, brave, fair, quick-witted, clever, desperate, strong, resourceful, ignorant
Does not spare his life for the sake of a friend, determined, fearless, hardy, trusting, humane, vulnerable
Kind, brave, fair, absent-minded, smart, brave
