Summary of a lesson on literary reading on the topic “L. Tolstoy’s fable “How a man removed a stone””
Preview:
Technological lesson map
UMK: School of Russia
Class: 4
Lesson topic: L.N. Tolstoy "How a Man Removed a Stone"
Lesson type: learning new material
Lesson format:
Target: continue to get acquainted with the life and work of L.N. Tolstoy; study Leo Tolstoy’s fable “How a Man Removed a Stone”;
Tasks:
Educational:introduce the content of L. N. Tolstoy’s fable “How a Man Removed a Stone”; summarize children's knowledge of the works and biography of L. N. Tolstoy;
Educational: develop creative perception, imagination, observation, fantasy,imaginative and logical thinking,memory, attention, creativity, oral coherent speech.
Educational: ; cultivate moral qualities of the individual.
Planned results:
Subject:
- Get acquainted with the content of L. N. Tolstoy’s fable “How a Man Removed a Stone”;
- learn to highlight the moral of the fable, characterize the characters.
Personal:
- understand the moral ideas that the fable gives;
- analyze the behavior of literary characters, draw conclusions
Metasubject:
Regulatory UUD:
- the ability to accept and maintain an educational goal and task, plan one’s actions in accordance with the task and the conditions for its implementation, control and evaluate one’s actions, and adequately perceive the assessment of both the teacher and students.
Communicative UUD.
- take into account different opinions, the ability to cooperate, be able to formulate one’s own opinion and position, construct a monologue, and master the dialogical form of speech.
Cognitive UUD.
- be able to navigate your knowledge system, distinguish the new from the already known; gain new knowledge, find answers to questions using educational literature, your life experience and information received in class;
be able to compare, establish analogies, generalize and highlight essential features of a pronoun
Equipment: textbook, workbooks, computer, multimedia projector, screen, board
Lesson duration: 40 minutes.
Lesson steps | Time | Methods and techniques | Teacher activities | Student activities | UUD |
1.Organizational moment, | 1 min | Verbal method | The bell has already rung, Called all the children to the lesson, They looked at each other And they sat down quietly at their desks. Good afternoon guys! We have a literary reading lesson. Check how your workplace is organized. Why do you guys think this is important? Let's get ready for active work. | Greetings from the teachers. Get ready for the learning process. Students express their guesses | Personal UUD: Positive emotional attitude towards upcoming activities |
2. Discovery of new knowledge |
| Verbal method Conversation | Guys, today we have a very interesting lesson. We will get acquainted with the work of the great Russian writer, but try to guess who exactly by listening carefully to my story. (The teacher talks against the background of smooth classical music) Peasant children were ordered to enter the estate. There, in the depths of the park, in a large house lived a rich and noble count. And the boys were surprised when they heard that the count was calling them to his estate! There was talk throughout all the surrounding villages. Why is the Count calling them? And now it turns out that the count himself wants to set up a school for peasant children and will teach them himself. The children silently approached the white count's house and stopped. The two-story house seemed huge to them, because they themselves grew up in low huts under thatched roofs. The count came out onto the porch, broad-shouldered, strong, with a black beard. The guys became slightly shy when he looked at them with a sharp look from under his thick eyebrows. But the count smiled and spoke - and immediately all the timidity disappeared, everything immediately became simple and good. Friendship began from the first meeting. The teacher was a count, he was supposed to be called “your excellency.” But the count did not want this. “Don’t call me “your excellency,” he said, “my name is Lev Nikolaevich, call me that.”
(an inscription opens on the interactive board) "In the art of words, Tolstoy is the first." (M. Gorky) How do you understand these words? You're absolutely right, guys. Lev Nikolaevich lived 82 years and devoted his entire life to literature. His books have been translated into many languages and are read all over the world. Open your textbook to page 121 and determine the topic of the lesson. Determine the objectives of the lesson. Well done! Let's try to determine the moral of this fable. | Teachers listen carefully This is Lev Nikolaevich Tolstoy Leo Tolstoy is a great Russian writer. Teachers listen carefully They independently set lesson goals and formulate the topic of the lesson. Lesson topic: Tolstoy’s fable “How a Man Removed a Stone.” - continue to get acquainted with the life and work of L.N. Tolstoy - : get acquainted with the content of L. N. Tolstoy’s fable “How a Man Removed a Stone” | Cognitive UUD: extracting the necessary information. Communication UUD:– express your thoughts orally and in writing, build monologues and participate in dialogue; |
3. Working with a fable. Primary perception Identifying the specifics of perception | 6 min | Visual and practical method Vocabulary work Conversation | Teacher: Listen to the piece. (audio recording of the fable) Which words did you find difficult? Did you like the work? Who are the heroes (participants) of the work? What genre would you classify this work as? Give reasons for your answer. | Students listen to an audio recording of the fable. Engineer, fiction, skating rink, near, gunpowder Engineer - specialist with higher technical education. Gunpowder – explosive compound or mixture. Ice rink - a machine for compacting and compacting soil or asphalt on a road. Nearby - near. Artifice - fiction, invention. Yes, a guy suggested an interesting and at the same time very simple method. People with technical education and simple men. To the story, since this is a prose work. Sentences for the purpose of the statement are narrative. The dynamics of ongoing events are observed. | Cognitive UUD.:extracting the necessary information. Cognitive UUD: conscious and voluntary construction of a speech utterance in oral and written form. Communicative UUD: – express your thoughts in oral and written speech, build monologues and participate in dialogue; |
Physical education minute | 3 min | Are you probably tired? Well, then everyone stood up together. They stamped their feet and clapped their hands. Spin around. They all turned around and sat down at their desks. We close our eyes tightly and count to 5 together. We open it, blink and continue working. | Doing exercises | ||
4. Statement of the educational task | 1 min | Verbal method | Is this work a fable? To prove that this work is a fable, let's first answer the questions. I suggest you formulate these questions yourself and write them down. | The teachers are listening. | Communication UUD:– formulate questions correctly; |
5. Stage of rereading and analyzing the work | 12 min | Conversation | Read the work to yourself. Write your questions in your notebook. Checking the questions and choosing the most suitable ones to answer the main question of the lesson... Where does the action take place? Name the participants? What was the task facing the engineers? What did 1 engineer suggest? Find and read in the text.
What can you say about engineers? What are they? How much did the engineers want to pay to remove the stone? Who surprised the engineers? How do you imagine it? What character traits did the man have? Write down the characteristics of the characters in a comparison table. Support the characteristics with words from the text. see Appendix 1 Try to create an antonymic series based on the characteristics of the heroes. Let's get back to the question. Is this work a fable? Fables have a moral. What is morality?
Allegory is often found in fables. What it is? That's right, ALLEGORY is an allegorical image of an object or phenomenon in order to clearly show its essential features. What human qualities do you think the author showed in his work? Which heroes did Tolstoy choose for this? In what form is the work written? So what can we conclude? | In the city, on the square Engineers and a man Remove stone
Another said that a large roller would have to be brought under the stone and the stone would be transported on the roller, and that it would cost six thousand rubles. Engineers greedy, increase their worth with the help of force Man Simple, smart, quick-witted. Fill out the table in your notebooks Self-taught - educated, thinking - not thinking, gifted - mediocre, poor - rich, smart - stupid, does the job - they charge up the price... An instructive conclusion, instructions, some rules It's not so much strength that matters, but rather ingenuity Allegory - allegory
In prose The work “How a Man Removed a Stone” is a fable, as it has an allegory and a moral. | Communicative UUD: taking into account other opinions and positions, striving to coordinate various positions in cooperation; Cognitive UUD:– compose and use diagrams and tables as a way to provide, comprehend and summarize information; Communication UUD: Communication UUD: Be active, construct competent speech statements, and follow the rules of communication. |
6. Consolidation and systematization of knowledge | 5 minutes | Visual and practical | Now be smart and smart. Choose the proverb that best suits our fable and write it down in your notebook. Give reasons for your answer orally. 1. It’s not enough to want, you need to know and be able to. Fables teach us to be hardworking, honest, fair, and teach us morals. That is why they are called moralizing works. | The teachers are listening. Complete the task. Strength breaks everything, but the mind breaks strength. | Regulatory UUD.: performing a learning action; |
7. Information about homework. Instructions for its implementation. | 2 minutes | Verbal method | |||
8. Lesson summary | 3 min | Conversation | That's the end of the lesson, It's time to sum it up. Which writer did we talk about today in class? Why did Tolstoy write fables? What do they teach? | Students participate in the conversation. About L.N. Tolstoy How a man removed a stone" Fables teach morals, which is why they are also called moral works. |
Lesson summary on literary reading
Topic: L.N. Tolstoy "How a Man Removed a Stone"
Completed by: primary school teacher
Kozhevnikova Olga Alexandrovna
Saint Petersburg
year 2012
UMK: School of Russia
Class: 4 "a"
Subject: L.N. Tolstoy "How a Man Removed a Stone"
Target: study Leo Tolstoy’s fable “How a Man Removed a Stone”; show students that a fable can be in prose form
Know: literary genres; what is a fable, allegory, moral of a fable; that fables can be in both poetic and prose form
Understand: features of literary genres; the role of expressive means of language in order to identify the author’s attitude towards his heroes and characters.
Apply: be able to distinguish a fable from other literary genres; determine the moral of a fable, allegory; be able to characterize the characters based on the words of the fable.
Analysis: works by L. N. Tolstoy “How a Man Removed a Stone”;proverbs to determine the moral of a fable;
Synthesis : creative task - compose a fable
Grade: the fable itself, for further educational and speech activities
Diagnostic purposes:
- What can children learn?
What is an allegory? They learn that fables can be in prosaic form.
(analysis stage)
- What concepts will children learn or continue to learn in the lesson?
They will continue to master literary genres (the stage of preparation for perception); ideas about the author's attitude and ways of expressing it in the text.
- What will they learn?
Learn to distinguish fables from other literary genres;
Learn to identify the moral and allegory in a fable.
4. In what independent activities will students demonstrate their knowledge, understanding and skills?
At the end of the lesson (generalization stage), students will be able to find the necessary proverb and relate it to the moral of the fable
Students can write a fable at home
Equipment:
For the teacher:
Textbook L.F. Klimanova, V.G. Goretsky, M. V. Golovanova “Literary reading”; audio recording of L.N.'s fable Tolstoy “How a man removed a stone”
For students:
Textbook L.F. Klimanova, V.G. Goretsky, M. V. Golovanova “Literary reading”; notebook, diary, pencil case
List of used literature
- S.V. Kutyavina Lesson developments in literary reading, 4th grade. – M.: VAKO, 2010. – 240 p.
- T.V. Ryzhkova Theoretical foundations and technologies of primary literary education. M.: Publishing center “Academy”, 2007. – 416 p.
Lesson Plan
- Organizational stage
- First perception
- Setting a learning task
- Generalization
- Homework explanation
- Checking homework
During the classes
- Organizational stage
Teacher: So, we have a reading lesson. Check: you should have a textbook, notebook, diary and pencil case on your desk. Those who are ready for the lesson can sit down.
- Preparing schoolchildren to perceive a literary work
Teacher: Guys, let's remember what literary genres we studied?
Students: Fairy tale, story, poem, fable.
Teacher: What can you tell us about these genres?
The teacher writes down the students' answers on the board in the form of diagrams.
Students: Fairy Tale
literary folk magic about animals everyday life
Story
a prose work that depicts one or more events in the hero's life. Sentences regarding the purpose of the statement are narrative.
Lyric poems
Small size.
Fable
In verse ? heroes has a lesson (moral) allegory in the fable is ridiculed
Human vices
Teacher: We will return to the last diagram at the end of the lesson.
- First perception
Teacher: Listen to the piece.
Students listen to an audio recording of the fable.
Teacher: Which words seemed difficult?
Are there any words that are unclear?
Explain the meaning of the words:
Engineer – specialist with higher technical education.
Powder – explosive compound or mixture.
Big skating rink – a machine for compacting and compacting soil and asphalt. Near the stone - near.
Artifice - fiction, invention.
- Identifying the specifics of perception
Teacher: Did you like the work?
Students: yes, a guy suggested an interesting and at the same time very simple method.
Teacher: Who are the heroes?(participants) of the work?
Students: People with technical education and simple men.
Teacher: What genre would you classify this work as? Give reasons for your answer.
Students: To the story, since this is a prose work. Sentences for the purpose of the statement are narrative. The dynamics of ongoing events are observed.
Students: To a fable, because the vices of people are ridiculed. There is a moral. But it is not clear why it is in prose form and not in poetry.
- Setting a learning task
Teacher: is this work a fable?
To prove that this work is a fable, let's first answer the questions? I suggest you formulate these questions yourself and write them down.
- Stage of rereading and analyzing the work
Teacher: Read the work to yourself. Write your questions in your notebook.
Checking the questions and choosing the most suitable ones to answer the main question of the lesson...
Teacher: Where does the action take place?
Students: in the city, on the square
Teacher: Name the participants?
Students: Engineers and a man
Teacher: What was the task facing the engineers?
Students: remove the stone from the road
Teacher: What did 1 engineer suggest? Find and read in the text.
Teacher: What did engineer 2 suggest? Find and read in the text.
Teacher: How would you characterize these people? What do they have in common? Why didn’t you have to use the help of people who have a good education and who (at first glance) understand their business?
Students: situation of conflict, dispute.
Teacher: Who solved this problem and how?
Students: simple man
What helped a simple man solve this problem?
Teacher: Why did they give him another 100 rubles?
Students: Because he showed ingenuity and suggested a “clever invention.”
Proverb: The need for invention is cunning. Meaning of the proverb: The proverb says that a person, being in a state of acute lack of something, becomes inventive and able to make do with small means to achieve his goal.
Teacher: How much money did the engineers want to remove the stone for?
Students: for 6 thousand and 8 thousand.
Teacher: What can you say about engineers? What are they?
Students: They are greedy, they increase their value with the help of force.
Teacher: Who surprised the engineers?
Students: man
Teacher: How do you imagine it? What character traits did the man have?
Students: simple, smart, quick-witted.
Write down the characteristics of the characters in a comparison table. Support the characteristics with words from the text.
Try to create an antonymic series based on the characteristics of the heroes.
Self-taught - educated, thinking - not thinking, gifted - mediocre, poor - rich, smart - stupid, does the job - they charge up the price...
Teacher: Let's go back to the main question of the lesson. Is this work a fable?
Considering such different characteristics, think about what the author wants to show the reader, what to teach with his work? What conclusion does Tolstoy lead the reader to? (Morality)
Students: yes, this work teaches us to be non-greedy and smart.
Teacher: What is morality?
Students: Instructive conclusion, instruction, some rules
Teacher: What is the main idea - the moral of Lev Nikolaevich's fable?
Students: It’s not so much strength that matters, but ingenuity.
Teacher: Allegory is often found in fables. What it is?
Students: Allegory - allegory
Teacher: That's right, ALLEGORY is an allegorical image of an object or phenomenon in order to clearly show its essential features.
Teacher: What human qualities do you think the author showed in his work? Which heroes did Tolstoy choose for this?
Students: engineers to show strength and man - ingenuity.
Teacher: In what form is the work written?
Students: in prose
Teacher: So, what can we conclude?
Students:
- The work “How a Man Removed a Stone” is a fable, as it has an allegory and a moral.
- A fable can be in poetic or prose form.
- Generalization
Teacher: what word should be added to the diagram?
Students: in prose
Fable
in verse in prose has a lesson (moral) allegory in a fable is ridiculed
Human vices
Teacher: Write the diagram in your notebook.
Now be smart and smart.
Proverbs appear on the board.
Teacher: Choose the proverb that best suits our fable and write it down in your notebook. Give reasons for your answer orally.
A proverb is a short folk saying with an edifying meaning.
1. It’s not enough to want, you need to know and be able to.
2. Lazy hands are not related to a smart head.
3. As is the master, so is the work.
4. It is not without reason that they say that the master’s work is feared.
5. Strength breaks everything, but the mind breaks strength.
6. The need for invention is cunning.
Students: Strength breaks everything, but the mind breaks strength.
Teacher: Fables teach us to be hardworking, honest, fair, and teach us morals. That is why they are called moralizing works.
The moralizing meaning of the fable is in the words of the author at the beginning or end of the fable. This is called morality.
Homework explanation
Teacher: Your homework:
- compose your own fable, having first selected a proverb for it.
- Organizing time
Teacher: May the lesson not be in vain
I wish you, friends,
May you be friends with books
And they were well-mannered!
- Checking homework
Several students read fables
Many wonderful books Books that are smart, interesting, Exciting, funny In cities, towns, villages... You're going to the library To read more, A real person Books help you become.
What genres of works
You know?.
Story
Fairy tale
Poetry
Fable
Let us remember with what works L.N. We know Tolstoy.
Notebook page 22, no. 4
1. “Old grandfather and granddaughters”.
2. "Filipok".
3. "Kitten."
4. “Bone.”
5. “The Lion and the Dog.”
6. "Jump".
L. N. Tolstoy
“How a man removed a stone.”
Vocabulary work.
specialist with higher technical
education
Engineer -
Powder-
explosive mixture
Big skating rink
compaction machine,
soil compaction
Near–
near
Artifice-
fiction, invention
What is the main idea of the fable?
Write down page 22 in your notebook
It's not so much strength that matters, but rather ingenuity.
Reading a fable
“How a man removed a stone”
page 119
Which proverb fits the content of the fable?
It is not without reason that they say that the master’s work is feared.
As is the master, so is the work.
Strength breaks everything, but the mind breaks strength.
The need for invention is cunning.
Intellect and honor.
Everything ingenious is simple!
Conclusion
- The work “Like a Man”
removed the stone" is a fable,
since it has an allegory and morality.
2. A fable can be in a poem
noah and prosaic form.
Reflection.
How are you finishing your lesson today? Why?
In this lesson I would praise myself for...
Homework.
The reading program for elementary school provides that children in the 4th grade get acquainted with the works of Leo Tolstoy, reflect on the human actions of the heroes of the fable “Two Comrades” and look for the answer to the question of what is the main idea of the fable “How a Man Removed a Stone.” These works are small in volume, but deep in content; they teach children to think about how to act correctly.
The moral of this story is
Why are fables studied? What it is? Explanatory Dictionary of S.I. Ozhegova defines a fable as “a short allegorical moralizing story.” Getting acquainted with this genre, children learn to understand its features, the main one of which is the presence of morality. What is it and what is meant by this word?
The fable not only makes fun of shortcomings and vices, but also forces one to draw some instructive conclusion about how one should (or should not) act. A story about some rules of behavior or communication, the author’s instructions constitute morality. For example, 4th grade children, in search of morality, must answer the question of what is the essence of L. Tolstoy’s fable “How a Man Removed a Stone” or “Two Comrades.”
Features of the fable genre
A fable can be recognized not only by the presence of a moral; it also has other distinctive features. It is always a short story that is entertaining and interesting. The author manages to present a deep instructive story in an easy, concise form. For example, the events themselves and the main idea of Tolstoy’s fable “How a Man Removed a Stone” are expressed in just eight sentences. The small volume makes the work accessible to children; they read, analyze and retell it. Tolstoy uses the genre form of fable to express his thoughts; morality is expressed not by specific teachings, but allegorically. The reader must draw a conclusion for himself.
Fables have few descriptions and a lot of dialogue. This is how the “vitality” of the situation presented is achieved. The main idea of the fable “How a man removed a stone” lies in three statements by different people on the same issue. Each of the characters gave the answer that they considered necessary, and the conclusion was suggested to the reader by the author in the last sentence.
A fable usually has several characters, each of which carries some kind of semantic meaning. In one of the fables studied by fourth-graders, these are two comrades, in another, two learned engineers and one simple man. The behavior or statement of one of the characters usually expresses the main idea. Tolstoy's fables “How a Man Removed a Stone” and “Two Comrades” are a vivid example of this.
The main idea of one of the fables is expressed by a comrade abandoned in trouble to his “friend,” who at a difficult moment chose to flee, leaving his partner in danger. The main idea of the fable “How a man removed a stone” was expressed by the author, but the bearer of the original idea for getting rid of a stone is a simple man who, by the way, embodies this idea, for which he receives a well-deserved reward.
The difference between the fables of Krylov and Tolstoy
In his works, Ivan Andreevich Krylov often makes animals, fish, and birds heroes, ridiculing human vices through their behavior. Of course, there are human characters in his fables. Leo Tolstoy expounds his teachings through the mouths of people; his fables are like short stories, incidents taken from life.
For his fables, Ivan Andreevich Krylov chose a poetic form; in Leo Tolstoy, the main idea of the fable “How a Man Removed a Stone” and the fable “Two Comrades” is expressed in prose. Krylov's fables present to our attention comical situations; humorous characters end up in trouble because of their shortcomings.
Leo Tolstoy, without departing from the natural tone of the narrator of an everyday situation, creates for readers a terrible picture of a comrade left to be devoured by a bear or a city street in the middle of which lies a stone, which only a savvy man can remove.
Are fables needed today?
The fables were written by Leo Tolstoy a long time ago, many years ago. Do modern people who use taps, navigators, computers and mobile phones need them today? Does the main idea teach them something? The fables “How a Man Removed a Stone” and “Two Comrades” make you think and be smart, be kind and value friendship, and not abandon a friend in trouble. And in our century there are many human vices, so instructive stories - fables - are more relevant than ever; a person needs them for self-development, to become better, to get rid of bad qualities. A fable is an opportunity to see yourself from the outside and work on your shortcomings.
Everything ingenious is simple
Tolstoy's fables are similar to folk tales; they are close to folk wisdom, expressed in short sayings and proverbs. You can pick up sayings in Russian folklore that explain what the main idea of the fable “How a man removed a stone” is. For example, “Where an ax doesn’t take you, ingenuity will take you.”
Leo Tolstoy, with the help of a short story, conveys to the reader the idea that in any business you need to be smart, then the most difficult task will become easy to accomplish.
Reading Lev Nikolayevich Tolstoy’s fable “How a Man Removed a Stone,” a person understands that in any matter it is necessary to consider several possible solutions. These methods can be expensive and unsafe. For example, one of the engineers suggested that it would be rational to blow up a stone, but in this case city buildings could be damaged.
A simple man turned out to be smarter than the learned engineers, proposing a simple way - to dig a hole in the square. Contrasting folk ingenuity and everyday experience with rational scientific methods, Tolstoy shows that sometimes it is not worth complicating the task too much and it is worth paying attention to the search for the shortest and simplest way to solve the problem.
Topic: Leo Tolstoy's fable “How a man removed a stone”
Purpose of the lesson: to continue acquaintance with the life and work of L.N. Tolstoy.
Formed UUD:
Subject:
Study L. N. Tolstoy’s fable “How a Man Removed a Stone”;
To form a concept about the fable, about the moral of the fable;
Show students that a fable can be in prose form;
Metasubject:
To develop experience in creative activity;
Develop interest in artistic expression;
Develop the ability to compare, analyze, generalize;
Personal:
To cultivate the moral qualities of an individual: hard work, non-acceptance of hypocrisy, non-acceptance of flattery, respect for the opinions of others.
Regulatory:
The ability to determine and formulate a goal in a lesson with the help of a teacher;
Explain the sequence of actions in the lesson;
Work according to a collectively drawn up plan;
Evaluate the correctness of the action;
Plan your action in accordance with the task;
Express your guess.
Communicative:
Ability to express your thoughts orally;
Listen and understand the speech of others;
Jointly agree on the rules of behavior and communication at school and follow them.
Cognitive:
The ability to navigate your knowledge system: distinguish new things from what is already known with the help of a teacher;
Gain new knowledge: find answers to questions using the textbook, your life experience and information received in class.
Equipment: textbook by L.F. Klimanova, V.G. Goretsky, M. V. Golovanova “Literary reading”; audio recording of L.N.'s fable Tolstoy “How a man removed a stone.”
During the classes:
Organizing time
The call gave us a signal:
The time has come to work.
So let's not waste time,
And we begin to work.
Working with proverbs
As is the master, so is the work.
It is not without reason that they say that the master’s work is feared.
How do you understand these proverbs?
Read the proverb loudly, expressively, in a whisper.
Updating knowledge
Many wonderful books
Books that are smart, interesting,
Exciting, funny
In cities, towns, villages.
You're going to the library
A real person
Books help you become!
What section do we study in the literary reading lesson? (Hopscotch)
What works do we classify as classics? (Outstanding works, examples of literature and art)
Which Russian classics did you read in class? (Works by A. S. Pushkin, M. Yu. Lermontov, L. N. Tolstoy)
Introduction to the works of L. N. Tolstoy
Guys, today we have a very interesting lesson. We will go on a journey through the work of the great Russian writer, but try to guess who exactly by listening carefully to my story.
(The teacher talks against the background of smooth classical music)
Peasant children were ordered to enter the estate. There, in the depths of the park, in a large house lived a rich and noble count. And the boys were surprised when they heard that the count was calling them to his estate! There was talk throughout all the surrounding villages. Why is the Count calling them?
And now it turns out that the count himself wants to set up a school for peasant children and will teach them himself. The children silently approached the white count's house and stopped. The two-story house seemed huge to them, because they themselves grew up in low huts under thatched roofs. The count came out onto the porch, broad-shouldered, strong, with a black beard. The guys became slightly shy when he looked at them with a sharp look from under his thick eyebrows. BUT the count smiled, spoke - and immediately all the timidity disappeared, everything immediately became simple and good. Friendship began from the first meeting. The teacher was a count, he was supposed to be called “your excellency.” But the count did not want this.
“Don’t call me “Your Excellency,” he said, “but my name is Lev Nikolaevich, so call me that.”
Leo Tolstoy is a great Russian writer.
The genius of Russian literature.
Teacher: You are absolutely right, guys. Lev Nikolaevich lived 82 years and devoted his entire life to literature. His books have been translated into many languages and are read all over the world. Today in class we will meet again with his works.
Working on a piece
Primary perception.
Listen to the piece. (Students listen to an audio recording of the fable.)
Did you like the work?
What surprised you? (Students share their impressions.)
Physical education minute
Continuation of work on the fable
Reading the text to yourself.
Note which words require explanation.
Group work.
Which words did you find difficult?
Explain the meaning of the words:
An engineer is a specialist with a higher technical education.
Gunpowder is an explosive compound or mixture.
Large roller - a machine for compacting and compacting soil, asphalt,
near the stone - near.
Fiction is a fiction, an invention.
Reading the text aloud.
Problematic question
What genre would you classify this work as? (Story; fable)
Prove it. (Discussion in pairs)
We think it's a story because it's a prose piece.
Sentences for the purpose of the statement are narrative. Observed
dynamics of ongoing events.
We classified this work as a fable, since the vices of people are ridiculed.
There is a moral.
What does the word fable mean?
A fable is a short allegorical, moralizing story.
What is special about the fable? (That there is morality.)
What is commonly understood by the word morality? (An instructive conclusion, instruction, some rules.)
Who is right? Let's try to prove it.
Group work
Make up questions about the work you read. Title the parts.
Selective reading of part 1.
What questions have you prepared?
Where does the action take place?
Name the participants.
What was the title? (Stone in the square).
Working on part 2.
What was the task facing the engineers?
What would you suggest if you found yourself in a group of engineers?
What did 1 engineer suggest?
What did the 2nd engineer suggest?
What is more than 6 thousand or 8 thousand and by how much?
What should we call it? (Dispute)
Part 3.
How did the man solve this problem?
Why did they give him another 100 rubles?
How do you imagine a man?
What character traits did the man have? (simple, smart, quick-witted)
What was the title of this part? (Good idea)
Look at the illustration.
Find and read what moment is shown in the illustration.
What is the main idea?
It's not so much strength that matters, but rather ingenuity. And this is the moral of Leo Nikolaevich Tolstoy’s fable.
What human qualities do you think the author showed in his work? Which heroes did Tolstoy choose for this?
(engineers in order to show strength and man - ingenuity)
What genre does this work belong to?
The work “How a Man Removed a Stone” is a fable.
A fable can be in poetic or prose form. Fables teach us to be hardworking, honest, fair, and teach us morals. That is why they are called moralizing works.
Working on proverbs
Read the proverbs.
Which one more accurately conveys the moral of the fable?
1. So many heads, so many minds.
2. Strength breaks everything, but mind breaks strength.
3. It’s not enough to want, you need to know and be able to.
4. Lazy hands are not related to a smart head.
Summing up the lesson. Reflection
What new things have you discovered today?
That's the end of the lesson.
The bell rang again
We can rest safely
And then back to business.
homework
