Collective creativity lesson “The Kingdom of Moroz Ivanovich” reading project (2nd grade) on the topic. Literary reading "Collective creative work "The Kingdom of Frost Ivanovich"" Collective creative work the Kingdom of Frost Ivanovich
Sections: Primary School
The purpose of the lesson:
1) training in composing oral text of a narrative type;
2) developing the ability to compose a fairy tale based on the proposed plot;
3) develop group work skills.
Equipment: paper, paints, pencils, pens, tape recorder, music by P. I. Tchaikovsky “The Seasons”.
During the classes
1. Organizational moment.
Do you love fairy tales?
- What is a fairy tale?
2. Mastery of literary concepts.
What kind of fairy tales are there?
- Name the types of fairy tales.
- How does a fairy tale work?
- The beginning
- Episode or event (beginning of action).
- Test (action development).
- Ending (end of action).
(Fairy tale repetitions, characters or heroes, returning home, good defeats evil, fairy tale lesson).
3. Theme and objectives of the lesson.
During your literary reading lessons, you read a lot of fairy tales - both folk and original. Today you will try to compose your own fairy tale. You will find out what theme the fairy tale will be about by solving the crossword puzzle.
Since you will be working in groups, let's discuss the rules of collaboration:
A) work together; be attentive to each other, polite, not distracted by extraneous matters, not interfere with each other, provide assistance in a timely manner, follow the instructions of elders;
B) complete tasks in a timely manner, finish what you start, keep track of time;
C) perform quality work, observe safety precautions, and save material;
D) each member of the group must be able to defend the common cause and his own in particular.
Solving crossword puzzles.
We define the keyword, this will be the theme of the fairy tale.
1. Lukerya scattered
Silver feathers,
Spun it, swept it away,
The street became white.2. Eyes are coals,
Hands are bitches.
Cold, big.
Who am i?3. The men are resting,
They have white caps
Not sewn, not knitted.4. In a round window during the day
Glass is broken -
In the evening it was inserted.5. Snow on the fields,
Ice on the rivers
The blizzard is walking -
When does this happen?
1. I powdered the paths,
I decorated the windows,
Gave joy to children
And I went for a sledding ride.2. An ice bag hangs outside the window.
It is full of drops and smells like spring.3. Black-winged, red-breasted,
And in winter it will find shelter.
He is not afraid of colds -
With the first snow it’s right here,4. He looks like a shepherd
Every tooth is a sharp knife.
He runs with his mouth bared,
Ready to attack a sheep.5. Small, white
Jump and jump through the forest,
One by one, one snowball at a time.
We determine the topic. Freezing. This means that the fairy tale should turn out to be a winter one.
On your tables is a “winter dictionary”: words, proverbs, sayings on a winter theme. Each group chooses one proverb or saying and explains its meaning.
4. Teacher:
It's white in the yard,
Well, there is snow!
And we'll sit in class,
Let's write a fairy tale together.
The board opens: winter landscapes by Russian artists, entry: “The Kingdom of Moroz Ivanovich.”
This is what our fairy tale will be called.
A) Each group offers its own beginning of a fairy tale or beginning. The best or original is selected.
B) Start of action. Episode or event. What will happen next in our fairy tale?
What can you talk about? How to convey the beauty of a winter forest?
C) Now in our fairy tale something is about to happen. I say: “Suddenly...”
Each group is given a hero (deer, bear cub, bunny, wolf) on their desk. Suppose he caused the commotion. But think about what the hero came with.
Discussion of the resulting options. The most interesting one is chosen.
D) The ending of the fairy tale. Discussion. Selecting an option.
5. A complete retelling of the resulting fairy tale.
Guys, is our fairy tale missing something?
Of course, bright, beautiful drawings.
6. Now each group will draw their own illustration. (Against the background of music by P.I. Tchaikovsky)
1st beginning
2- landscape
3- incident
4 – ending
7. Showing drawings and retelling a composed fairy tale
8. Homework. Moroz Ivanovich sent you a picture of his house.
A). He asks me to color it and write down a few words on the theme “Winter”.
B). Write down your story on this sheet of paper.
IN). Compose a new fairy tale, with new heroes, different adventures.
Homework is given individually, but the wishes of the children are taken into account.
Proverbs and sayings
- The frost is not great, but it is not good to stand.
- Take care of your nose in the extreme cold.
- Frost grabs the lazy one by the nose, and takes off his hat in front of the agile one.
- Thank you frost for bringing snow.
- In winter the snow is deep - in summer the bread is high.
- In winter, ice is not valued.
- Winter scares summer, but it still melts.
Municipal budgetary educational institution
"Tonkin High School"
Collective creative work
"The Kingdom of Moroz Ivanovich"
Prepared and carried out
primary school teacher
Serova Nadezhda Matveevna
Tonkino
annotation
A literary reading lesson on the topic “developed on the basis of a program and textbook on literary reading for grade 2
according to the educational complex “Elementary school of the 21st century”, edited by N.F. Vinogradova.
This is a lesson in generalizing knowledge on the topic “Snow is fluttering, spinning...”. A lot of preparatory work was done before the lesson. Children learned poetry, did creative work (composed stories about winter and winter fun, drew illustrations for works, looked for winter riddles, proverbs, sayings in reference books, dictionaries and other additional literature). During technology lessons, little books, snowflakes, and Christmas tree toys were made. In this lesson, children summarize their acquired knowledge on the topic and design homemade books on the theme “Winter.” In the process of working on the project, students develop an idea of winter, expand their knowledge of literary genres, and form universal learning activities (ULAs):
love for native language
Social responsibility
communication skills
creativity and curiosity
cooperation and interaction
problem formulation and solution
self-development
assessment and self-esteem
Class: 2 A
Subject: Literary reading
Lesson topic: " Collective creative work “The Kingdom of Moroz Ivanovich”
The place and role of the lesson in the topic being studied: a general lesson on the topic “Snow is fluttering, spinning...”
Lesson type: project activity (group work)
Target: create conditions for generalizing knowledge in the section
Lesson objectives aimed at achieving personal learning outcomes: development of skills of cooperation with peers, the ability not to create conflicts and find ways out of controversial situations; development of goodwill, independence; instilling a love for Russian literature.
Lesson objectives aimed at achieving meta-subject learning outcomes: development of students’ cognitive abilities; expansion and enrichment of the reader's vocabulary; exercise mutual control in joint activities, the ability to use reference sources to obtain additional information.
Lesson objectives aimed at achieving subject learning outcomes: formation of conscious correct, expressive reading and storytelling; the ability to express one’s attitude to what is read and heard; reading skills for various types of work:
Equipment:
1. Multimedia projector, presentation “The Kingdom of Moroz Ivanovich”, physical education lesson “Making a snowman”
2.Musical works: song “In the kingdom of Santa Claus”, P.I. Tchaikovsky “Seasons. At the fireplace. January", song "Winter's Tale"
3.Christmas tree drawing
4.Models of book covers, modeling kits, snowflakes, Christmas tree toys
5.Task cards (snowflakes)
6.Children's books.
7. Paper, paints, pencils, pens
Lesson Plan
1. Organizational moment. Motivation for educational activities - 1-2 min.
2. Updating knowledge and recording difficulties in activities. - 3-4 min
Solving the crossword puzzle
Reading a letter from Moroz Ivanovich
3. Setting a learning goal - 1 min
4. Building a project for getting out of a difficulty. 2-3 min
4. Primary consolidation. 7-8 minutes
Reading poems about winter
Working with a children's book
Guessing works according to plan
Guessing works by characters
Game "Collect the chain"
5. Physical education minute - 3 minutes
6. Independent work with self-test according to the standard. 15-17 minutes
Creative work - making books - homemade products
Protection of works
7 Inclusion in the knowledge system and repetition - 3-4 minutes
Game "Decorate the Christmas tree"
8. Reflection on activity (lesson summary) - 5 minutes
Acrostic
9. Homework - 1-2 min
Characteristics of the lesson stages
| Stage name, target | Teacher activities | Student activities | Form work | Result |
|
| Organizing time. Motivation for learning activities Update the requirements for the student in terms of educational activities; Creating conditions for students to develop an internal need for inclusion in educational activities; | Hello children. Today we have an unusual lesson. During the lesson we will work in groups. To work together, you must follow the rules. What are these rules? We were invited to visit by a literary hero. | Checks readiness for the lesson. Creates an emotional mood for the lesson | Greet the teacher and get ready for the lesson. Discuss the rules of joint activities: A) work together; be attentive to each other, polite, not distracted by extraneous matters, not interfere with each other, provide assistance in a timely manner, follow the instructions of elders; | frontal | Regulatory: Aiming for successful activities. Personal: Express a positive attitude towards the learning process Communicative: Formation of the ability to listen and hear. Be able to express your thoughts orally; - agree with classmates together with the teacher about the rules of behavior and communication and follow them |
| Updating knowledge and recording difficulties in activities. Repetition of studied material necessary to discover new knowledge; Identification of difficulties in the individual activities of each student Lead children through introductory dialogue to formulate the topic of the lesson; planning activities in the lesson. | To do this you need to solve the crossword puzzle 1. I powdered the paths, 2. An ice bag hangs outside the window. 3. Black-winged, red-breasted, 4. He looks like a shepherd 5. Small, white Well done! That's right, you guessed it. We received an invitation from Moroz Ivanovich (slide 1-2)
What does the Kingdom of Moroz Ivanovich look like? Who and how lives in the Kingdom of Moroz Ivanovich? What literary works describe the Kingdom of Moroz Ivanovich? How to get to the Kingdom of Moroz Ivanovich? | Formulates the task, distributes pieces of paper with a crossword puzzle to each group Organizes task completion checks Brings up a problem. | Complete tasks using cards. Check the task, name the keyword Reading a letter from Moroz Ivanovich at the presentation Answer the teacher's questions. | Group Frontal | Communication Be active in solving a cognitive problem, Give reasons for your position. Cognitive Search and highlight the necessary information, Discuss problematic issues Analyze research results. To navigate your knowledge system and - realize the need for new knowledge Regulatory Discover and formulate a learning problem together with the teacher Supplement the opinions expressed on the merits of the assignment received. |
| Setting a learning task. Lead children through introductory dialogue to formulate the topic of the lesson; planning activities in the lesson. | What do you think we will do during our journey to the winter kingdom? Today we will talk about winter. We have read many works about winter, and today we will remember some of them. Today we will also try to create the “Book of Winter” ourselves. | Clarifies students' understanding of the lesson objectives. | Express their guesses Formulate a learning task | Frontal | Regulatory Be able to determine and formulate a goal in a lesson with the help of a teacher Setting an educational task based on the correlation of what is already known and learned by students and what is not yet known; Cognitive The ability to navigate your knowledge system and recognize the need for new knowledge Personal: Development of cognitive interests and educational motives; Communication The ability to clearly and clearly express one’s opinion and build speech structures. |
| Building a project to get out of a problem. Ensure schoolchildren’s learning motivation and their acceptance of lesson goals | Well, now let's go. In order to get into Ivanovich’s kingdom of frost, what needs to be done? Do we need to make it snow? How to do this? Let's take our snowflakes, write winter words on them and place them on the board The song “In the Kingdom of Santa Claus” is playing(slide 4)
| Organizes the search work of students (action plan); | Children write “winter” words on a snowflake and attach them to the board | Group, frontal | Regulatory Be able to plan your actions in accordance with the task at hand |
| Primary consolidation. Identify gaps in understanding the studied material, misconceptions of the student Correct the identified gaps in the student’s understanding of the material studied | a) Reading poems about winter Let's remember the poems of Russian poets about winter. What poems would you like to read now? ? Music by P.I. Tchaikovsky "Seasons. At the fireplace. January". | Formulates the task | Children read poems about winter to the music. | Frontal | Regulatory - control, assessment, correction; Cognitive general educational - be able to navigate your knowledge system; - analyze objects Ability to structure knowledge Choosing the most effective ways to solve a task, Communication - managing your partner’s behavior - control, correction, evaluation of his actions Communication Activism in collective activities The ability to consciously and voluntarily construct a speech utterance |
| b) Working with a children's book So you and I found ourselves in the domain of Frost. Let's see what the kingdom of Frost looks like? To do this, let’s remember everything we talked about in literary reading lessons. We have books at the exhibition. | Formulates the task Encourages you to express your opinion. | They select books from the exhibition with works about winter, explain why they believe that this book contains works about winter, name the authors of these works, their titles and genre. | Group, frontal |
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| c) Guess the work according to the plan, by the name of the main character (each group chooses a snowflake with a plan) 5.What did Snowflake do? (r.s. Children of Santa Claus) 3. Bear 4. April snow 3. Everyone is alive and well. | Gives a task Monitors the execution of work Organizes a collective inspection; | Students work in groups. Express their guesses in the group Name the work | Group, frontal |
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| d) Guess the work by the name of the main character (There is a Christmas tree on the board, there are snowflakes on it, on each snowflake the name of a literary character is written) Guess what work this hero is from and who invented him? | Gives a task Organizes a collective inspection; | Each group takes turns choosing snowflakes and calling out the piece. | Group, frontal |
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| d) "Gather a chain" Dahl - Vladimir Ivanovich - Girl Snow Maiden Surikov - Ivan Zakharovich - Childhood Ushinsky - Konstantin Dmitrievich - Frost is not scary Sokolov-Mikitov-Ivan Sergeevich - Winter in the forest | Gives a task Organizes a collective inspection; | Carry out tasks, one person from the group takes turns making chains Checking the completion of the task | Frontal |
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| Physical education minute"Let's make a snowman" Goal: Strengthening children's health | Are you probably tired? What winter fun do you like? Let's build a snowman. | Organizes a physical education session | Do exercises to music | Individual |
|
| Independent work with self-test according to the standard. 1. Ensure the assimilation of learning knowledge and methods of action at the level of their application in a variety of situations 2. Ensure that students develop the ability to independently apply knowledge in a variety of situations | Creative work (to the music "Winter's Tale") Now let's try to create our own winter book. We will work in pairs. Group III - designs the little book “Winter Riddles” Group IV - makes a homemade book "Winter Stories" When completing your assignments, do not forget what parts are in the book, what should be on the cover of the book. If the group completes the task, hold hands and raise them up. Protection of works Well done! Your books turned out wonderful. Moroz Ivanovich really liked it, and he decided to give you a gift (after all, New Year is coming soon). | Organizes a discussion of solutions; Monitors the execution of work Ensures children have a positive reaction to their classmates’ creativity. | Distribute responsibilities in the group and complete tasks Carry out self-test according to the standard Each group shows their work and defends it. Listen to group performances and share their impressions | Group | Regulatory: Ability to act according to a plan and plan one’s activities; The ability to control the process and results of one’s activities, including the implementation of anticipatory control in collaboration with the teacher and peers; Cognitive Search and selection of necessary information, application of information retrieval methods Personal Willingness to cooperate, provide assistance, distribution of roles; Assessment of assimilated content, ensuring personal moral choice; Communicative: Planning educational collaboration with the teacher and peers; The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication. |
| Inclusion in the knowledge system and repetition Ensure the formation of a holistic system of leading knowledge for students | Game "Decorate the Christmas tree" | Explains the task | Frontal, individual | Regulatory control, assessment, correction; Cognitive general educational - the ability to structure knowledge, the choice of the most effective ways to solve a task, the ability to consciously and voluntarily construct a speech statement, reflection on the methods and conditions of action; |
|
| Reflection on activity (lesson summary) Ensure that students learn the principles of self-regulation and cooperation | Let's also give Moroz Ivanovich a gift: make up an acrostic poem with the words winter or frost (the first word in each line begins with the letter of this word) Frost decorated the windows, trees and houses, Snow again covered the forests and fields. The children are happy Winter has come again - Winter is beautiful and white, And snowed up. Blizzards sing songs, And the children are dancing near the Christmas tree. Did you like the kingdom of Frost? But it’s time for us to say goodbye to Moroz Ivanovich. But we say goodbye to him for a short time. After all, winter is coming. And every winter Moroz Ivanovich covers fields and roads with snow-white carpets, fences houses with high snowdrifts, silvers tree branches, paints windows with wondrous patterns, freezes river and lake surfaces with ice, freezes snow slides and brings children a lot of joy and fun. We'll see him again. See you soon, Moroz Ivanovich | Organizes reflection and self-assessment of educational activities Leads students to a conclusion | Children in groups make an acrostic poem They read the works. | Personal Evaluate your own and team performance. Cognitive- highlight the necessary information and justify the choice. Communication - the ability to express one’s thoughts with sufficient completeness and accuracy; |
|
| Homework Target. Ensure students understand the purpose, content and methods of completing homework | Option 1 is to come up with your own fairy tale story about the Snow Maiden or Santa Claus. Option II - take part in the creation and design of the “Dictionary of “winter” words.” Option III - find books about winter in the library. Read one of them. Bring it to class. Tell me about what you read. | Gives comments on homework Organizes recording of homework assignments in a diary | Listen to comments and write homework in a diary | Frontal | Personal To create motivation for creative work and work for results. |
But, before we hit the road, let's remember: (slide 3) 
Resources used
Efrosinina L.A., Omorokova M.I. Four-year primary school program for literary reading: “Primary school of the 21st century.” M.: Ventana-Graf, 2012.
Efrosinina L.A. Literary reading. 2nd grade: textbook for students of general education institutions: at 2 hours. M.: Ventana-Graf, 2012.
Efrosinina L.A. Literary reading. 2nd grade: workbook for students of general education institutions: at 2 p.m. M.: Ventana-Graf, 2013.
Efrosinina L.A. Literary reading. Educational reader. 2nd grade: textbook for students of general education institutions: at 2 hours. M.: Ventana-Graf, 2012.
MBOU "Secondary School No. 3" Abakan
Literary reading 2nd grade
UMK "Primary school" XXI century"
"Kingdom
Moroz Ivanovich"
Prepared by:
Slizkikh A.V.
Primary school teacher
2016
Literary reading 2nd grade
UMK "Primary school" XXI century"
Lesson of collective creativity
Topic: “The Kingdom of Moroz Ivanovich”
Goals:
Subject: Teach children to analyze and compare works of the same genre (author’s and folk tales), actions and characters of fairy tale heroes; teach to classify fairy tales; expand children's reading horizons;
Active and communicative: instill the skills of collective work, communication, joint creativity, learn to prove your point of view, conduct a dialogue, conversation.
Value-based: to educate the moral and aesthetic foundations of citizenship, to recognize good and evil, truth and lies using the example of relationships between fairy tale heroes,
Equipment: paintings with a winter landscape, pencils, pens, music by P. I. Tchaikovsky “The Seasons”.
During the classes
I . Getting kids ready to work
Throughout the lesson, you will be not just listeners, attentive, thoughtful readers, artists, artists and researchers. What does it mean to be attentive? What about researchers?
II . Psychological support
We will not work alone, but in groups, and in order for us to succeed, let's support each other.
( Students sit in a circle and hold hands)
We are intelligent!
We are friendly!
We are attentive!
We are diligent!
We are great students!
We will succeed!
Since you will be working in groups, let's discuss the rules of collaboration:
A) work together; be attentive to each other, polite, not distracted by extraneous matters, not interfere with each other, provide assistance in a timely manner, follow the instructions of elders;
B) complete tasks in a timely manner, finish what you start, keep track of time;
C) perform quality work, observe safety precautions, and save material;
D) each member of the group must be able to defend the common cause and his own in particular.
III . Collective formulation of the topic and objectives of the lesson
During your literary reading lessons you read a lot of fairy tales. Today we will get acquainted with some more, no less interesting. You will find out what the theme of our fairy tales will be by solving the crossword puzzle.
1. I powdered the paths,
I decorated the windows,
Gave joy to children
And I went for a sledding ride.
2. An ice bag hangs outside the window.
It is full of drops and smells like spring.
3. Black-winged, red-breasted,
And in winter it will find shelter.
He is not afraid of colds -
With the first snow it’s right here,
4. He looks like a shepherd
Every tooth is a sharp knife.
He runs with his mouth bared,
Ready to attack a sheep.
5. Small, white
Jump and jump through the forest,
One by one, one snowball at a time.
Guys, at what time of year is it frosty outside? What else can we see on the street in the winter season? What magical character do you think brings us “winter”?
To the music of Tchaikovsky, a board opens: winter landscapes by Russian artists, entry: “The Kingdom of Moroz Ivanovich.”
This will be the topic of our lesson.
IV . Repetition of literary genres.
- Do you like fairy tales?
- What is a fairy tale?
- What kind of fairy tales are there?
- Name the types of fairy tales.
- How does a fairy tale work?
The beginning
Episode or event (beginning of action).
Test (action development).
Ending (end of action).
(Fairy tale repetitions, characters or heroes, returning home, good conquers evil, fairy tale lesson).
V . Work on the content of works
Each group receives its own fairy tale, which they must read, analyze it in the group, find the main characters and identify their character, qualities, and emotional behavior. At the end of working on the fairy tale, each group must complete an additional task for their fairy tale: make an applique, color the drawing.
When ready, children take turns defending their works, reading excerpts from fairy tales, demonstrating applications and drawings.
VI . Physical education minute
I'm not afraid of frost, (We walk in place)
I will become close friends with him. (Clap your hands)
The frost will come to me, (Sit down)
He touches his hand, touches his nose (They showed his hand, his nose)
So, we must not yawn, (Clap our hands)
Jump, run and play. (Jumping in place)
VIII . Writing a letter to Moroz Ivanovich. Collective creative work
Moroz Ivanovich is a kind wizard who makes wishes come true. This morning, when I arrived at school, I received a letter from him, which contained envelopes with a return address. Guys, let’s write his letter in response too?! Now each group will receive its own envelope and a special magic sheet, your task is to collectively write a letter to Moroz Ivanovich. Guys, you need to choose in advance the person who will write down your wishes.
Upon completion of the work, we wrap the letters in envelopes.
IX . Lesson reflection.
1. Conclusion on the content of the works
What new did you learn about Moroz Ivanovich today?
What is he like, Moroz Ivanovich? (Children say descriptive words, the teacher hangs these words on the board)
What conclusions did you draw for yourself after reading these fairy tales? ?
2. Summing up the work within groups.
Shake hands with those who enjoyed working together, hands in the center with an asterisk.
3 . Summing up the work in groups and in the class as a whole
I want to clap and applaud group No. 1, because they worked actively and well in the lesson.
Who will support me?
And you, group No. 1, who would you like to applaud?
Who will support them? (and so on)
4. Mood barometer - determining the emotional state in the classroom.
So we realized how pleasant it is to work together.
Have a chat and show us the icon that matches your mood. Sunny - I'm happy. Star - I was a little tired in class. Cloud - I’m sad, I’m very tired in class.
Guys, thank you all for the lesson!
Municipal Budgetary Educational Institution
Secondary School No. 4
with In-Depth Study of Individual Subjects named after. G.K. Zhukova
g.o. Krasnoznamensk
Lesson summary on literary reading in 2nd grade
“Collective creativity “The Kingdom of Moroz Ivanovich”
Prepared by a primary school teacher
Geletski Olga Nikolaevna
2014
Lesson of collective creativity “The Kingdom of Moroz Ivanovich.”
Literary reading 2nd grade according to the program “Primary school of the 21st century”
Lesson objectives:
Organization of conditions for generalizing knowledge on literary reading.
Creating conditions for the formation of reading skills in various types of work: plot analysis; expressive reading; reading by heart.
Formation of special reading skills: correctly naming the work, author, genre, topic.
Development of students' creative abilities, independence.
Creating conditions for positive motivation for learning through literature.
Planned results:
- subject : read expressively sentences, excerpts from studied works aloud and silently; anwser the questions; carry out creative projects using the knowledge and skills acquired in class;
- metasubject (UUD ):
regulatory : the ability to independently set goals, plan, control, evaluate one’s activities based on the progress and results of completing a task;
educational: carry out comparison, classification, build explanations according to the proposed plan; perform actions according to a given algorithm;
communicative: create individually, in groups, stories about heroes, take into account the partner’s position, organize and carry out cooperation, agree on the procedure for working in a group;
- personal: understand the meaning of the task, build an argument, give examples, evaluate the result obtained, exercise self-control
Equipment : paper, colored pencils, pens, music by S.S. Prokofiev "Blizzard", computer, multimedia projector.
During the classes.
1. Organizational moment.
Today is not an ordinary lesson, we have many guests, greet them, give each other a smile, look at me and sit quietly.
Today you are working in a group, in a team, so what kind of work will it be like? (collective ). You have to not only show knowledge, but also show creativity, so what kind of work will there be? (creative ).
So, a lesson in collective creativity
Let's remember the secrets of success in the classroom.
1. Work together.
2. Be attentive and polite.
3. Don't be distracted by extraneous matters.
4. Do not interfere with each other, provide assistance in a timely manner.
5. Do quality work.
6. Don't be lazy.
Do you love fairy tales?
- What is a fairy tale? (children's answers)
Mastering literary concepts.
What kind of fairy tales are there?
- Name the types of fairy tales.
- How does a fairy tale work? (Begin, episode or event (beginning of the action), test (development of the action), ending (end of the action).
Guys, today we are invited to visit one of the corners of the magical kingdom of literature. But I myself don’t know what this corner is yet. Where do you think the Literature Fairy has called us? I think she left us this snowflake with a note.
Slide 1
“My dear guys! Today I will take you to my domain, to the Winter Kingdom. And to get there, you need to make a little snowfall, because the Winter Kingdom cannot exist without snow. And the second thing that will help you is “winter” poems. Let's go, my friends! Fairy"
How can we arrange snowfall? Let's all take our snowflakes together and wave them to the music as if it were snowing in our class.
Slide 2 - music sounds (children wave snowflakes)
This is how much snow it turned out to be. A real blizzard.
We have fulfilled the first condition. The second condition must also be fulfilled - read the “winter” poems.
(reading poetry).
2. Collective formulation of the topic and goals of the lesson.
And now we will find out who we were visiting in the Winter Kingdom. And the crossword puzzle will help us guess!
Slide 2
1. Small, white
Jump-jump along the forest,
One snowball at a time.
2. After autumn came
And made snowdrifts.
3. I painted all the windows without asking.
But who is it? Here's the question!
All this does...
4. Lukerya scattered
Silver feathers,
Spun it, swept it away,
The street became white.
5. Eyes are coals,
Hands are bitches.
Cold, big. Who am i?
Slide 3
Powdered the paths
I decorated the windows,
Gave joy to children
And I went for a sledding ride.
An ice bag hangs outside the window.
It is full of drops and smells like spring.
Black-winged, red-breasted,
And in winter it will find shelter.
He is not afraid of colds -
Right here with the first snow
He looks like a shepherd
Every tooth is a sharp knife.
He runs with his mouth bared,
Ready to attack a sheep.
Small, white
Jump and jump through the forest,
One by one, one snowball at a time.
3. Statement of a problematic question.
Does anyone have any ideas why we are taking this topic? (It’s winter now, we studied the section “The snowball is fluttering and spinning...”, the new year is approaching )
What is the purpose of our lesson, do you think? (generalize knowledge about the section: remember the works that were read in this section, the heroes, the authors )
And we also have to find out what the kingdom of Moroz Ivanovich is, and does it exist?
Who is Moroz Ivanovich? (Santa Claus, wizard )
Let's prove that he is a wizard. What miracles does he perform? (seals puddles and lakes with ice caps, covers the grass with snow feather beds, draws patterns on windows, lives in a well )
Do we see such phenomena in real life? What does this come from? (winter has come, frost has come ) And along with the frosts came a difficult life for all living things, especially in ancient times, when both housing and clothing were not as warm as they are now. People found themselves at the mercy of frost. They compared him to a powerful man. Who remembers what this technique is called in literature? (personification )
What is the kingdom of Moroz Ivanovich? (winter ) Does it exist? Why do you think frost is called Moroz Ivanovich in fairy tales? (for a more vivid image of winter phenomena, so that the speech is more beautiful and interesting )
What else do poets and writers use to make their speech more colorful? (comparisons)
Let's remember what snow, ice, trees were compared to.
(snow is like a clean white tablecloth; ice is like a mirror; trees are like silver; they look like lacy arches; snowflakes are like stars)
Do you think we should use comparisons and figurative expressions in our speech? Justify your answer.
And here Moroz Ivanovich himself decided to talk to us!
Re-enactment of a conversation with Moroz
Slide 5,6,7,8,9
And here he comes. Hello, Moroz. How are you living today?
Yes, I feel bad, bad!
What's wrong with you, Frost?
Snow all around, frost reigns outside! And you're complaining...
You’re just saying that, but who remembers me? Frost is now the column in the thermometer, not me. And it’s not I who blow the blizzards, and the snowflakes don’t fall by my will. I think I don’t exist at all...
What are you doing, Frost, don’t be sad. Our children love you. They believe in magic and know a lot about fairy tales and your kingdom!
4. Work in groups - performing collective creative work.
You found yourself in the kingdom of Moroz Ivanovich, describe how you saw it, using a helper card, a dictionary of winter words, comparisons, and your imagination.
a) Compiling a story-description of the kingdom of Moroz Ivanovich, using dictionaries of winter words, words of comparison.
The card is a helper.
1 group.
Our group saw the kingdom of Moroz Ivanovich like this.
One of the wonderful times of the year has come - winter.
Snow _______________________________________________________________
Forest,
trees_______________________________________________________________
Children _________________________________________________________________
This is also just a magical place where _______________________________________________________________________ exist
b) Group report - presentation of their story. Assessment by children.
You see, Frost, you shouldn’t be offended. The guys haven’t forgotten you and they understand and remember the magic. And now they will draw you a winter landscape as a gift.
(drawing landscapes)
5. Summing up. Lesson reflection.
Well, there is snow, the yard is white and white!
Our lesson is over, let's sum it up now.
Finish the sentence.
I'm happy...
It was difficult for me...
I'll tell you at home...
I like it….
I will…
We were able...
I'm pleased with your work.
Guys, did we succeed in following the rules of cooperation?
Homework
Moroz Ivanovich sent you a picture of his house.Slide 11
A). He asks me to write down a few words on the topic “Winter”.
b). Compose a new fairy tale, with new heroes, different adventures.
(Homework is given individually, but the wishes of the children are taken into account)
Subject: literary reading
Date: 12/10/2012
Class: 2
Author: L.A. Efrosinina
Lesson topic: Collective creative work “The Kingdom of Moroz Ivanovich”
Lesson type: project activity (group work)
Equipment: paper, paints, pencils, pens, tape recorder, music by P. I. Tchaikovsky “The Seasons”.
Goal: learning to compose an oral text of a narrative type; developing the ability to compose a fairy tale based on the proposed plot; developing group work skills.
Lesson objectives aimed at achieving personal learning outcomes: developing skills of cooperation with peers, the ability not to create conflicts and find ways out of controversial situations; development of goodwill, independence; instilling a love for Russian literature.
Lesson objectives aimed at achieving meta-subject learning outcomes: development of students’ cognitive abilities; expansion and enrichment of the reader's vocabulary; exercise mutual control in joint activities.
Lesson objectives aimed at achieving subject-specific learning outcomes: the formation of conscious, correct, expressive reading and storytelling; the ability to express one’s attitude to what is read and heard; ability to use reference sources to obtain additional information.
Lesson steps
Teacher activities
Student activities
Formed UUD
I. Organizational moment.
Do you love fairy tales? - What is a fairy tale?
Getting ready for work
Personal:
Express a positive attitude towards the learning process, show attention.
Regulatory:
Aiming for successful activities.
II. Updating knowledge.
Mastering literary concepts.
- What types of fairy tales are there? - Name the types of fairy tales. - How does a fairy tale work?
Build a plan for constructing a fairy tale:
The beginning
Episode or event (beginning of action).
Test (action development).
Ending (end of action).
Communicative: argue your position.
Cognitive:
search and highlight the necessary information
Regulatory:
III. Determining the topic and purpose of the lesson
During your literary reading lessons, you read a lot of fairy tales - both folk and original. Today you will try to compose your own fairy tale. You will find out what theme the fairy tale will be about by solving the crossword puzzle.
Since you will be working in groups, let's discuss the rules for working together.
Solving crossword puzzles.
(see Attachment)
We define the theme: “Frost”. This means that the fairy tale should turn out to be a winter one.
On your tables is a “winter dictionary”: words, proverbs, sayings on a winter theme. Each group chooses one proverb or saying and explains its meaning.
Discussing the rules of joint activities:
A) work together; to be attentive to each other, polite, not to be distracted by extraneous matters, not to interfere with each other, to provide assistance in a timely manner, to follow the instructions of elders; B) complete tasks in a timely manner, finish what is started, keep track of time; C) do quality work, follow the technique safety, saving material; D) each member of the group must be able to protect the common cause and his own in particular
Communicative:
be active in solving a cognitive problem,
argue your position.
Cognitive:
search and highlight the necessary information,
discuss problematic issues,
analyze research results.
Regulatory:
accept and maintain the educational goal and task,
supplement the opinions expressed on the merits of the assignment received.
IV.Introduction to the topic.
It’s white in the yard, Well, there’s snow! And we’ll sit in the classroom, Together we’ll write a fairy tale.
The board opens: winter landscapes by Russian artists, entry: “The Kingdom of Moroz Ivanovich.”
This is what our fairy tale will be called.
-What will happen next in our fairy tale?
-What can you tell me about? How to convey the beauty of a winter forest?
Each group is given a hero (deer, bear cub, bunny, wolf) on their desk. Suppose he caused the commotion. But think about what the hero came with.
Discussion of the resulting options. The most interesting one is chosen.
A) Each group offers its own beginning of a fairy tale or beginning. The best or original is selected.
B) Start of action. Episode or event.
C) Now in our fairy tale something is about to happen. I say: "Suddenly"
D) The ending of the fairy tale. Discussion. Selecting an option.
Cognitive:
highlight essential information from the children’s story,
classify objects (combine into groups according to essential characteristics)
Regulatory:
be able to listen in accordance with the target setting
V. Physical education minute
Active execution
Communicative:
be active in collective activities.
VI. A complete retelling of the resulting tale.
- Guys, is our fairy tale missing something?
- Of course, bright, beautiful drawings.
- Now each group will draw their own illustration. (Against the background of music by P.I. Tchaikovsky)
1 - beginning 2 - landscape 3 - incident 4 - ending
Showing drawings and retelling a fairy tale
Presentation of a group fairy tale.
Personal:
the ability to express one's feelings, thoughts,
show an emotional reaction to the text that is adequate to the text.
Cognitive:
analyze the content of the work.
Regulatory:
accept and maintain the learning goal and task
establish compliance of the obtained result with the set goal.
Communicative:
pay attention to the opinions of your comrades.
VII. Comparison of fairy tales.
Now you will work in groups.
How do you think fairy tales differ?
What are the features of each fairy tale?
Children in groups discuss and analyze the fairy tales of their comrades.
Communicative:
be active in interaction,
negotiate and come to a common opinion in joint activities.
Personal:
apply the rules of business cooperation.
VIII. Lesson reflection.
Guys, did we manage to follow the rules of cooperation?
Summarize the lesson.
Personal:
evaluate one's own and collective activities.
Cognitive: highlight the necessary information, justify the choice.
IX. Homework.
Moroz Ivanovich sent you a picture of his house.
A). He really asks him to color it and write down a few words on the theme “Winter.” B). Write down the fairy tale you have composed on this sheet. B). Compose a new fairy tale, with new heroes, different adventures.
Homework is given individually, but the wishes of the children are taken into account.
Personal:
to create motivation for creative work and work for results.
APPLICATION.
№ 1.
1. Lukerya scattered Silver feathers, Spun them, swept them away, The street became white.
2. Eyes are coals, Hands are knots. Cold, big. Who am I?
3. The men are resting, They are wearing white caps, not sewn or knitted.
4. In a round window during the day, the glass is broken - put back in the evening.
5. Snow on the fields, Ice on the rivers, Blizzard is walking - When does this happen?
№ 2.
[Download the file to see the picture]
1. I dusted the paths, decorated the windows, gave joy to the children and took them for a ride on a sled.
2. There is an ice bag hanging outside the window. It is full of drops and smells of spring.
3. Black-winged, red-breasted, And in winter he will find shelter. He is not afraid of colds - Right there with the first snow,
4. He looks like a shepherd. Every tooth is a sharp knife. He runs, grinning his mouth, ready to attack the sheep.
5. Small, white, Jump-jump through the forest, Poke-poke through the snowball.
Proverbs and sayings
The frost is not great, but it is not good to stand.
Take care of your nose in the extreme cold.
Frost grabs the lazy one by the nose, and takes off his hat in front of the agile one.
Thank you frost for bringing snow.
In winter the snow is deep - in summer the bread is high.
In winter, ice is not valued.
Winter scares summer, but it still melts.
Attached files
