What is syncwine: traditional and didactic forms. Development of a literature lesson based on the work of Jack London "The Tale of Quiche" Sinkwine on the topic of the Tale of Quiche

Key ideas:

Images of children in literature, autobiography, childhood, legend, England

Organizational moment

Psychological attitude

Training

"Communication "

Studying a new topic under the motto “We are the best friendly team!”

Lesson assignments

Team performance

Relaxation

conclusions

Reflection

Hello guys! Today we are learning about another person, a representative of foreign literature, who wrote a wonderful work for children - a legend that has become a legend.

Today we are completing our chapter on literature, which examines images of children in literature, and today we have to not only analyze a new work, but also summarize all 4 lessons united by one topic.

Today we will make our lesson rich and varied in form: we will conduct a small dramatization, discuss the actions of our main character, tell a lot of interesting things about England, write letters and wishes for subsequent schoolchildren about our satels and their works.

Teacher reading a poem about friendship and friends

(wish to each other: “Guys, let’s live together!”)

It all starts with communication. What should it be like? There are certain rules of communication. At different times, different peoples had different ones. But there are basic ones that are common to everyone.

Here are the ancient commandments of communication:

Trust the person you are communicating with, respect the person you are communicating with, when communicating with a person, do it in the best possible way.

When addressing a stranger, it is important that the words are friendly, appropriate, so that the look and smile, and the whole appearance are in your favor. When speaking, you need to look the person in the eyes, and the gaze should be friendly and clear.

Students work together or in groups as desired, learning all the material in a short time. The more tasks the children complete, the better for the whole team. The guys learn to help each other in obtaining the necessary information, since everyone came with full preparation and collected material. Schoolchildren themselves participate in the teaching process, discussing how to provide all the material, exchanging experiences, turning to strong students and the teacher for help.

Teams with an arbitrary number of participants receive certain tasks. The distribution of questions is made by choosing a colored sticker: yellow, blue, pink, red, blue and green

"Yellow sticker"- “The Life and Work of Jack London”

Poster creation (there are articles, textbooks, materials, portraits, illustrations)

"Pink sticker"- “Dictionary and phraseological work”

Determine the style and type of text, explain the meanings of new words and expressions, and make sentences with them.

"Blue sticker"- “Ideological content of the story”

A condensed retelling, theme and idea of ​​the work.

"Green sticker"- “Characteristics of the main character”

Cluster, portrait, image

"Red sticker"- “Evaluation of the story”

Writing essays, annotations, syncwine

"Blue sticker"- "Staging"

Excerpt from the story.

"Colorful sticker"- “All the most interesting things about England”

Use fragments of student work

Records and notes in student notebooks.

The teacher evaluates all the children without exception.

"Journey to the Homeland of J. London"

Quiz

The teacher conducts a survey by asking each student one question.

What new did you learn in class today?

What did you like about this lesson?

What would you like to see in literature lessons?

Sources:

Textbook “literary reading” 7th grade, additional material

Resources:

Interactive whiteboard, illustrations, workbooks, dictionaries, slide shows, markers, Whatman paper, stickers, stars, marker board

Next reading:

Writing a short story about children

Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.

Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.

The classic (strict) didactic syncwine is structured like this:

• 
  , one word, noun or pronoun;


• 
  second line – two adjectives or participles, which describe the properties of the topic;


• 
  third line - or gerunds, telling about the actions of the topic;


• 
  fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;


• 
  fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.

The result is a short, unrhymed poem that can be devoted to any topic.

At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.

Compiling a syncwine

Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.

For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.

Respectively, First line- "soap".

Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.

Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”

Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”

And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.

What happened in the end? An example of a classic didactic syncwine of strict form.

Soap.

Transparent, strawberry.

It washes, it smells, it bubbles.

The smell is sweet, the taste is disgusting.

Disappointment.

A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.

After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.

In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in different subjects

Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.

An example of a syncwine on the topic “verb”:

Verb.

Returnable, perfect.

Describes an action, conjugates, commands.

In a sentence it is usually a predicate.

Part of speech.

In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.

In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.

An example of a syncwine on the theme “frog”:

Frog.

Amphibian, chordate.

Jumps, spawns, catches flies.

Sees only what moves.

Slippery.

Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.

For example, cinquain on the theme "war" could be like this:

War.

Terrible, inhumane.

Kills, ruins, burns.

My great-grandfather died in the war.

Memory.

Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.

Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?

Rules for writing syncwine

Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.

Synquain construction scheme is this:

• first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
• second line – two adjectives, characterizing the topic;
• third line – three verbs(actions of an object, person or concept designated as a topic);
• fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
• fifth line – one word, summing up the syncwine as a whole (conclusion, summary).

Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:

• paper or electronic;
• sumptuously bound and richly illustrated;
• interesting, exciting;
• boring, difficult to understand, with a bunch of formulas and diagrams;
• old, with yellowed pages and ink marks in the margins made by grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).

Now write down two characteristics specifically for “your” book. For example:

• exciting, fantastic;
• boring, moralizing;
• bright, interesting;
• old, yellowed.

Thus, you already have two lines - and you already have an absolutely accurate idea of ​​the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and the goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:

• I can read until the morning;
• I often read all night long;
• I saw a book - I said goodbye to sleep.

How to sum it up: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.

For example, you thought about the variety of books, and you came up with the following:

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.

In order to isolate this “unifying word”, you can try to formulate the main idea of ​​the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.

Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.

The work of Mikhail Yuryevich Lermontov “Mtsyri” tells the story of the short life of a young man raised within the monastery walls and who dared to challenge the despotism and injustice reigning around him. The poem poses questions to the reader about the meaning of existence, the cruelty of fate and inevitability, and individual rights.
Maksimov D.E. wrote that the meaning of Lermontov’s poem is “to glorify the search, the power of will, courage, rebellion and struggle, no matter what tragic results they lead to.”
The image of Mtsyri is the image of a prisoner desperately fighting for his freedom, this is the embodiment of human dignity, courage and selfless courage. This young man is an example of the strength of human character.
In the poem, the story of Mtsyri’s entire life is presented in one chapter, and several days of wandering occupy the main part of the work. This was not done by chance, since it was in the last days of the hero’s life that the strength of his character and the originality of his personality are revealed.
Mtsyri passionately desires to find freedom, he wants to find out what it means to truly live, and after all his adventures he speaks about it:

Do you want to know what I did when I was free?
Lived - and my life without these three
blissful days Howled 6 sadder and gloomier...

Mtsyri's courage, courage and extraordinary thirst for life are revealed in the episode of the fight with the leopard. The hero fights with the leopard, not paying attention to physical pain, not knowing the fear for his life:

I waited, grabbing the horned branch, for the moment of battle:
My heart suddenly lit up with a thirst for fight.

All actions and deeds of Mtsyri are an example of inflexibility of spirit and strength of character. He is looking for his homeland, without even knowing where it is, he controls himself in any situation, does not pay the slightest attention to the fact that he is hungry, that he has to sleep right on the ground.
The episode with the beautiful Georgian woman going down the path to get water once again confirms the integrity of the young man’s nature. Mtsyri is overcome by a passionate impulse, he wants to go after the girl, but, having overcome his desire, he remains true to his goal and continues the difficult path through the forest wilds in search of his home.
Already within the walls of the monastery and feeling the inevitable approach of death. Mtsyri is still firmly convinced that he did everything right. To prove that he did not repent of his action, that he remained true to his views and convictions, the hero asks to be buried in the garden, in freedom, and not within the walls of this terrible prison.
In the image of Mtsyri, a strong and courageous man, one can easily guess the features of the author of the work, M. Yu. Lermontov. The main feature that unites the creator and his hero is a passionate desire to be free, not to limit oneself to conventions and dogmas. The author rebels against the oppression of the individual, puts brave words into the mouth of his brave hero, thereby raising the eternal question of individual rights.

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Development of a literature lesson based on Jack London's "The Tale of Kish"

Lesson development sent by: Naumova Marina Nikolaevna, teacher of Russian language and literature, senior category, Municipal Educational Institution Secondary School No. 6 of the city of Volzhsk, Republic of Mari El.

"The 13 suns of Kish..." (Literature lesson in 5th grade based on Jack London's work "The Tale of Kish")

The purpose of the lesson:

• - Introduce students to D. London’s work “The Tale of Kish”;
• - Introduce the concept of “legend” in the context of literary education;
• - Continue working on the characterization of the hero;
• - Define what it means to be an adult.

Equipment: Text of the work; "Workbooks on literature for grade 5 by M.N. Naumova; portrait of D. London; supporting materials for the lesson.

During the classes:

I. Preliminary work on the topic of the lesson.

Teacher: Our journey through the country of Literature continues... We have already read the works of great Russian and foreign writers this academic year. These are not just works, this is the beginning of a great acquaintance with the treasures of Russian and world art. Our lessons are based on the program of A.G. Kutuzov. We learn not only to read works, but also to think, think, and express our point of view.

Today is another meeting with the great... This Jack London's story "The Tale of Kish".

Jack London- one of the most popular American writers in our country. His biography, his personality as an active, strong-willed man, somewhat reminiscent of his Jack London heroes, aroused no less interest than his work, in which the autobiographical principle was strongly felt.

So who is Jack London?

Pupil: Jack London, the illegitimate son of astrologer William Cheney and spiritualist Flora Wellman, never met his father and bore the surname of his stepfather, John London, a farmer. John London's business was going with varying degrees of success, so his stepson, barely graduating from primary school, got a job in a canning factory with a ten-hour working day. It was a living hell, and at the age of fifteen Jack left the factory to join the oyster pirates of San Francisco Bay. Then he alternated free life with forced labor and attempts to complete his education. Ocean voyage on the schooner Sophie Sutherland, Oakland jute mill, vagrancy, prison, a year and a half in high school, a semester at the University of California, odd jobs; at the height of the “gold rush” - wintering in the Klondike.

From there, Jack returned without an ounce of gold and determined to make a living by writing. He was clearly aware that he had plenty of talent, impressions and diligence. He made it a rule to produce a thousand words a day. The magazines couldn't resist. Twenty-four-year-old Jack London entered the twentieth century as a professional writer. And he quickly became a famous and highly paid writer. However, he did not rest on this. In 1902, specifically to write the book "People of the Abyss", Jack London, a member of the American Socialist Party, spent three months in the London slums, posing as a sailor written off ashore. At the beginning of 1904, he went as a correspondent to the Russian-Japanese War. In 1907, according to his own design, he built the yacht “Snark” and made a two-year voyage on it to the islands of Oceania. He did not allow himself any concessions in his work: a thousand words a day - “The Call of the Wild”, “The Sea Wolf”, “Martin Eden”... Crazy money and crazy spending. It cannot be said that he was lucky. The barely built "Wolf House", conceived as a "family castle" for future generations of London, burned down. The long-awaited heir never appeared. Creative imagination has dried up.

Yes, guys, Jack London was a special person, even in appearance. This is how the writer I. Stone describes him: “Jack was naturally kind, recklessly generous - truly a friend of friends, the king of nice little ones... What an excellent example of the human race he was! He had a pure, full of joy, gentle, kindly heart... He looked older than his years, his body was flexible and strong, his neck open at the collar, a shock of tangled hair - it fell on his forehead, and he, busy in a lively conversation, impatiently threw it back. Not a room dweller, but a man of free spaces - in a word, a real person, a man. He was obsessed with a thirst for truth" (Address to the portrait of the writer)

He lived his life as a fighter, “a sailor in the saddle,” as he once put it, and became a great writer, although life from childhood heaped one obstacle after another on him. He passed away at the age of forty. Fifty books are the result of his literary activity. One of these books includes the story "The Tale of Kish". You read this work at home.

II. Text analysis work.

Did you like the story? Why? (Yes, he talks about a brave boy, about how the hero, at the age of 13, was not afraid of the tribal leader and entered into a confrontation with him; this is a story about a courageous boy).

Name the heroes of the story.

• Quiche- the main character of the story;
• Klosh-Kwan- leader of the tribe;
• Side- Kisha's father;
• Aikiga- mother of the hero;
• Massouk- fellow tribesman;
• Ugh-Gluk- tribal hunter;
• Bim and Bone- two young, best hunters in the village.

In what part of the world does the story take place? (In the northern United States of America).

Continuation of the lesson in the archive.....