Literary reading project on the topic “Russian heroes” (4th grade). Lesson-project on literary reading "Zimushka-winter" (4th grade) Creative name of the project "Journey to the Land of Imagination"
How to solve a problem? 1. Get to know different children's magazines. 1. Get to know different children's magazines. 2. Find out who creates them. 2. Find out who creates them. 3. Find out what they write about in magazines. 3. Find out what they write about in magazines. 4.Draw a conclusion: is it necessary to read children's magazines? 4.Draw a conclusion: is it necessary to read children's magazines? 5.Create a project for your magazine. 5.Create a project for your magazine.
Magazine headings Let's read / poems, stories, fairy tales Let's read / poems, stories, fairy tales Questionnaire Questionnaire Craftswoman / do it yourself Craftswoman / do it yourself Coloring Book Coloring Book Comics / laughing reader / jokes Comics / laughing reader / jokes Riddles / puzzles / crosswords / puzzles Riddles /rebuses /crosswords /puzzles Our mail Our mail Competitions for readers Competitions for readers Living Corner Living Corner Tricks Tricks Recipes Recipes Congratulations Congratulations
Project “Our Magazine” stages of work: 1. Select a topic and name of the magazine. 1.Select a topic and title of the magazine. 2. Select magazine headings. 2. Select magazine headings. 3.Select information for the headings. 3.Select information for the headings. 4. Select illustrations for the headings. 4. Select illustrations for the headings. 5.Create a magazine cover. 5.Create a magazine cover. 6. Design a magazine. 6. Design a magazine.
Teacher at MBU gymnasium No. 38
Krotova Galina Alexandrovna
1. Project topic.
The theme of the project is related to the study of the “Fairy Tales” genre in literary reading lessons in primary school with an introduction to folk and original fairy tales, their types, national identity, and language features. While working on a project, learn the history of fairy tales and try to create your own fairyland. Write fairy tales with the help of adults and answer the question: “Why read fairy tales?” and “What do fairy tales teach us?”
2. Collection of information.
The purpose of this stage: to learn as much as possible interesting things about original and folk tales. The search for information was carried out in 2 directions. Similarities between folk and original fairy tales, as well as their differences. As well as an analysis of the heroes of fairy tales, both positive and negative.
Children worked individually and in groups. Some went to the school and city libraries to work with reference books, encyclopedias, magazines and publications. Others, with the help of their parents, searched for information on the Internet. A group of children conducted a survey of school students, teachers and parents:
1. What fairy tales do they remember?
3. Do they read fairy tales now?
The children presented their materials to the class in the form of small messages. The result of the work was clear, accessible information on the topic under study:
3. Justification of the relevance of the project topic.
In the process of collecting information, project participants became convinced that the chosen topic was relevant. The fairy tale is one of the oldest genres of literature; it appeared a long time ago. It is this genre that is the founder of literary works; many authors turned to the theme “Fairy Tale”. Not a single person grew up without fairy tales; he heard them from infancy. Fairy tales are still loved and read by children and adults. There is a lot of goodness and wisdom in fairy tales.
4. Identifying the problem and how to solve it.
The chosen topic, in the opinion of the students; is not sufficiently covered in the program, although there are many works. The students decided to try to write their own fairy tales and create their own “Imagine” country. Create a booklet “There, on unknown paths...” and a folder “Our cool fairy tales.”
5. Project goal:
5.1. Collect additional materials and formulate an idea about the features of the unique fairy-tale genre, both folk and author's.
5.2. Develop creativity and communication skills.
5.3 The project is aimed at cultivating a sense of beauty, the formation of conscious and expressive reading.
6. Project objectives:
1. Have an idea of oral folk art.
2. Study the textbook materials.
3. Teach to distinguish between types of fairy tales.
4. Be able to see the national characteristics of fairy tales.
5. Create a dictionary of archaisms characteristic of the Russian people.
6. Stage dramatizations of your own fairy tales.
7. Create a folder of creative works and presentations.
7. Problematic question: “Why do you need to read fairy tales?”
8. The creative name of the project is “Journey to the Land of Imagination.”
9. Work on the project.
9.1. They decided to start the work by surveying schoolchildren, teachers and adult relatives using a questionnaire. The best answers were recorded on an information sheet.
9.2. This work helped compile a Fairy Tale Quiz and Crossword Puzzle.
9.4. While working on fairy tales, we found out that in this type of creativity there are a lot of outdated words (archaisms). We decided to create a “Dictionary of Archaisms”.
9.5. For clarity and systematization of the information received during the study, we decided to produce a booklet “There on Unknown Paths...”.
9.6. File all fairy tales in the folder “Our Cool Fairy Tales”, or better yet, transfer them to the children’s newspaper “Stavrosha”.
10. Presentation of work.
10.1. We organized an exhibition of creative works.
10.2. We performed dramatizations of our fairy tales for elementary school children.
10.3. We presented the booklet “There on Unknown Paths” to teachers of Russian language and literature.
10.4. Conducted an open lesson-report “There on unknown paths”
10.5. All project participants were awarded in various categories.
Project:"Epics. Russian heroes"
Glory to the Russian side!
Glory to Russian antiquity!
And about this old thing
I'll start telling you
So that people can know
About the affairs of our native land.
Completed by: students of grade 4 “B”
Teacher: Krechetova Yu.S.
MBOU "School No. 38" (branch)
Ryazan
2016
1. Introduction
2. Main part
Definition of the concept of “epic, hero”.
Poll among classmates and its results
3. Conclusion. Reinforcing the material by defending a poster presentation.
4. List of used literature and Internet resources
« Epics. Russian heroes »
Relevance and practical significance of the project : we must know our past, the great exploits of our people, our heroes. They are an example of courage and valor, the pride of our land and nurture the Russian spirit in us.
Hypothesis (assumption):
that heroes are defenders from enemies, warriors with great strength.
Bogatyr is an example of the great spirit of Russian people.
Objective of the project: find out who the epic heroes are
Tasks:
Learn to work collectively;
Study and consider various sources of information on the topic “Russian bogatyrs»;
Define "epics, hero»;
Learn history heroes ;
Summarize and consolidate information aboutRussian heroesamong classmates,3rd grade studentsby usingdefending a poster presentation.
Project participants
– 4 “B” class, divided into pairs.
The project is medium-term.
Forms for students to present research results :
Poster presentation (protection of couples).
Presentation (for all pairs)
What are epics?
Epics - Russian folk songs and tales about heroes.
Russian epics is a kind of encyclopedia of folklife, a source of ardent patriotism and our national
pride.
The epic came from the word “byl”. The epics were composed by storytellers - the guardians of Russian antiquity. They walked from village to village and chanted (like a song) about the great events of our homeland, about the heroic heroes, their exploits, about how they defeated evil enemies, defended their land, showed their bravery, courage, ingenuity, kindness .
The meaning of the word Bogatyr :
1. Russian epics and fairy tales.
distinguished by extraordinary
courage, daring.
2. strong build,
The main heroes of Rus':
Russian hero Ilya Muromets
Ilya Muromets (full epic name - Ilya Muromets son Ivanovich) is one of the main heroes of the Russian epic epic, a hero, a people's defender.
According to epics, the hero Ilya Muromets “did not control” his arms and legs until the age of 33, and then received miraculous healing from the elders (or passers-by). The elders tell Ilya to drink water. After the second drink, Ilya feels excessive strength in himself, and he is given a third drink to reduce the strength. Afterwards, the elders tell Ilya that he must go into the service of Prince Vladimir. At the same time, they mention that on the road to Kyiv there is a heavy stone with an inscription, which Ilya must also visit. Afterwards, Ilya says goodbye to his parents, brothers and relatives and goes “to the capital city of Kyiv” and first comes to that motionless stone. On the stone was written a call to Ilya to move the stone from its fixed place. There he will find a heroic horse, weapons and armor. Ilya moved the stone and found everything that was written there. He said to the horse: “Oh, you are a heroic horse! Serve me with faith and truth.” After this, Ilya gallops to Prince Vladimir, serves him and the Russian people. Read about this in the epics “Ilya Muromets and the Nightingale the Robber”, “Ilya Muromets and the Poganous Idol”, “The Battle of Ilya Muromets with Zhidovin”.
Russian hero Dobrynya Nikitich
We know the hero Dobrynya Nikitich well. According to his name, he is kind, although not as generous as Ilya Muromets - he does not spare the enemy.
Among the heroes, Dobrynya Nikitich is in one of the first places. He is unusually strong and comprehensively gifted. Dobrynya Nikitich is an excellent archer and chess player.
The distinctive qualities of a hero are tenderness of heart, politeness, and reverence. There is an epic in which Dobrynya bitterly complains to his mother about his fate, about the fact that he was born a hero and is forced to destroy people.
In epics it is often said about him that there is no one in Kyiv more polite and courteous than him, which is why it is to him that Prince Vladimir gives such assignments as traveling to a foreign land as an ambassador, or making matchmaking.
Dobrynya guslar, singer (or buffoon). Dobrynya performs many feats: one of the most important, his first feat was a fight while swimming in the Pochay River with the Serpent. The hero freed the captives from the cave, among whom was Prince Vladimir’s niece, “young Zabava Putyatishna.”
Dobrynya is married to Nastasya Mikulishna, daughter of Mikula Selyaninovich. He loves his wife, and he himself is loved. They live together with Dobrynya’s mother, in good harmony and peace.
Russian hero Alyosha Popovich
The Russian people did not treat him with sympathy. Epics often depict Alyosha Popovich not in his best form, often in them he is called “Alyosha”. But they treat him with condescension.The heroes said that he was bragging about his prowess.
But There are good traits in Alyosha’s character. This is courage, daring. In songs he is constantly accompanied by the word “brave”. He has a desire to defeat the enemy. The hero Alyosha wins battles not so much with strength and courage as with cunning and deception. In these ways, he twice killed his main enemy, the snake Tugarin (like a mythical creature, the snake killed by Alyosha then comes to life): once Alyosha pretended that he did not hear from a distance what the snake was saying, and when he came close, he suddenly hit him; another time he forced the snake to look back - what kind of innumerable power was behind him (according to Alyosha), and at that time he cut off his head.
Alyosha is also inclined to dominate other people; he also has a lust for power.
In Russian epics, Alyosha Popovich is the third most important Russian hero. Nature gave him less strength than Ilya or Dobrynya, but he is courageous and courageous, and most importantly, savvy and cunning. These qualities were also highly valued in Rus'. Especially when with the help of these qualities it was possible to defeat the enemy.
Yes, Alyosha is sometimes careless and frivolous, but he is cheerful, certainly loves his Motherland, intolerant of its enemies, and selfless.
Assumption:
Ilya Muromets,
Dobrynya Nikitich and Alyosha Popovich
– this is a call
and the people's desire for unity. The power of the people -
in unity. Combining the qualities of three heroes
says that to protect the homeland, victory is important
not only pressure, but also resourcefulness and skill
resolve issues peacefully.
"Three heroes" -
This is an image of the heroic spirit and power of the Russian people.
Russian hero
Nikita Kozhemyaka
Nikita Kozhemyaka is a folk hero, a hero of fairy tales of Kievan Rus. Nikita was engaged in tanning leather and, as a result of his hard work, developed extraordinary strength.
One day, the serpent stole the daughter of the Kyiv prince. She, along with the dove, sent a letter to her father, in which she wrote that the snake was afraid of only one hero - Nikita Kozhemyak. The prince had difficulty convincing him to fight the snake. Nikita wrapped himself in hemp, smeared himself with resin and went at the kite. In a difficult battle, Nikita defeated him and freed the prince's daughter.
The tale of Nikita is very ancient. It dates back to the 9th-10th century. There is a version that Nikita had a prototype in the person of a hero who defeated the Pecheneg giant, who then turned into a snake.
Russian hero Mikula Selyaninovich
Mikula Selyaninovich is a Russian hero who knows how to be a peasant. Mikula is a farmer, a hard worker. Confidence and power emanate from him.
And what a wonderful appearance the Russian people endowed Mikula with! The hero is stately, powerful, his eyes are clear, like a falcon, and his eyebrows are black, like sable. And what wonderful curls! They sway like pearls are falling apart. The Russian people did not skimp on paints in order to adequately depict the Russian hero!
The works of Mikula Selyaninovich are glorious! And they are connected with Mother Earth. He deftly handles the plow. It makes such furrows that if you go to one side, you won’t see the other. Powerful roots are turned out like stones and thrown into furrows.
When getting acquainted with the epic about Volga and Mikula Selyaninovich, one comes to the understanding that the sympathies of the Russian people are on the side of the tiller Mikula, and not the warriors of the hero Volga. They give primacy in strength and dignity to the hero who is connected with Mother Earth.
And the epic ends with Volga and Mikula Selyaninovich with a kind story about Mikula. About how he manages rye and treats the peasants.
THERE WERE MANY BOGATYRS ON THE RUSSIAN LAND:
The hero Svyatogor, the hero Volga, the hero Sineglazka...
And strong, mighty
heroes in glorious Rus'!
Don't let your enemies ride on our
Earth!
Don't trample the Earth with their horses
Russian
They will not outshine our sun
red!
Rus' stands a century - it does not waver!
And it will stand for centuries - no
it will move!
And the legends of antiquity
We must not forget.
Glory to Russian antiquity!
Glory to the Russian side!
Popular proverbs:
The hero is not famous by birth, but by his feat.
There is no better thing than defending your native land from enemies.
My wealth is heroic strength, my business is to serve Rus' and defend it from enemies.
Conclusion- Conclusion:
The topic of our project is important for any generation, because we must know our past, the great exploits of our people, our heroes. They are an example of courage and valor, the pride of our land and nurture the Russian spirit in us.
4. Materials used.
1.Pictures from the website on the Internet
2. Epics. Russian folk tales. M.: Children's literature, 1986.
3. Website Wikipedia
We prepared a series of questions in the form of a questionnaire. Pupils of grade 3b were surveyed (19h)
Master Class. "Zimushka-winter"
Form conducting a lesson : lesson - project
Project type: informational.
Project type according to knowledge profile: subject.
Type of project by form: group.
Project type by duration: short-term.
Type of project at the contact level: intraclass.
Project implementation mechanism.
The project is implemented within the framework of an educational institution through the interaction of competitors with a teacher.
Project viability.
The implementation of the project does not require financial costs. The success of the project depends on the close interaction of all participants in the project activities and the dedication of the project participants. This project can be implemented in any educational institution in the Russian Federation.
Product: literary newspaper "Zimushka-winter".
Lesson type: combined
Target: 1) Creating an idea of winter based on the works studied, as well as on the basis of the perception of new works of art.
2) Development of creativity, imagination, associative, imaginative thinking, fantasy. Development of communicative and informational competence, ability to work in pairs.
3)Creating positive motivation for learning. Cultivating a love for nature.
Planned learning outcome: Students will learn to select information about the season “winter” from various sources and participate in its presentation.
Cognitive UUD: develop the ability to independently identify and formulate the cognitive purpose of the entire lesson and a separate task; search and selection of necessary information from sources.
Communication UUD: develop the ability to negotiate, find a common solution, the ability to argue your proposal, persuade and yield; develop the ability to maintain a friendly attitude towards each other in situations of conflict of interest, mutual control and mutual assistance during the completion of the task.
Regulatory UUD: developing the ability to listen to an interlocutor, accept and maintain a learning task; show cognitive initiative in educational cooperation, in collaboration with the teacher, set new educational tasks; control and evaluation of the process and results of activities.
Interdisciplinary connections: reading, music, visual arts
Resources: 1. Multimedia presentation entitled “Winter's Tale”. (Winter landscapes, winter fun for children and adults.)
Reproductions of paintings by great artists: “First Snow” by Arkady Plastov, “Russian Winter” by Konstantin Yuon, “March” by Isaac Levitan, “Winter” by Alexey Savrasov.
2. Audio recording of a musical excerpt from a play by P.I. Tchaikovsky “On Troika” from the cycle “Seasons”.
3. Sheets of A-2 format.
4. Pencils, markers, scissors, glue, handouts.
5. Books, children's magazines containing material about winter.
During the classes:
Pre-project stage (entry into project activities)
1. Organizational moment.
Imagine that a snowflake fell on your palm... Light, fluffy, beautiful...
Will you agree with me if I say that a snowflake is the calling card of winter?
How do you understand this? (Snowflake - snow - snowdrifts - winter)
2. Introductory speech by the teacher.
Winter is one of the most beautiful and popular times of the year. People affectionately call winter - winter, sorceress, sorceress, guest, mother.
Let's watch "The Winter's Tale".(1st slide)
The slide show is accompanied by the teacher reading G. Skrebitsky’s work “Winter”, to the music of P.I. Tchaikovsky “The Seasons. Troika"
“The fields and hills turned white.(2nd slide) The river became covered with thin ice, became silent, and fell asleep, like in a fairy tale.(3rd slide) Winter walks through the mountains and valleys in large, soft felt boots.(4th slide) Winter looked into the forest. She dressed the pines and spruce trees in heavy snow coats, and put downy mittens on the branches. The forest heroes stand next to each other, stand decorously, calmly.(5th slide) And below them, like children, various bushes and young trees took refuge.(6th slide) Winter also dressed them in white fur coats.(7th slide) And she threw a white blanket over the mountain ash that grows right at the edge of the forest. It turned out so well.(8th slide) At the ends of the branches, clusters of berries hang, like red earrings visible from under a white blanket..(9th slide)
The winter forest lives. Snowy fields and valleys live. The whole picture of the sorceress Winter lives on.(10th slide) You can show it to Sunny too. The sun parted the blue cloud. Looks at the winter forest, at the valleys. And under her gaze everything around becomes even more beautiful.(11th slide) The snow flared up and glowed. Blue, red, green lights lit up on the ground, on the bushes, on the trees.(12th slide) And the breeze blew, shook off the frost from the branches, and multi-colored lights also sparkled and danced in the air. It turned out to be a wonderful picture!”(13th slide)
3. Report the topic of the lesson.
Did you like "The Winter's Tale"?
How do people express their love for winter nature, for nature in general? (They write poetry, stories, music, draw pictures, take photographs - create works.)
Let's express our love for winter nature by creating a project on the topic:……..? (“Zimushka-winter”)
Who can say what a project is? How do you think? (This is a plan, a plan, a deed)
A project is a business that results in a product. The product can be anything: a poem, drawings, crafts, a performance and much more.
The result (product) of our work will beLiterary newspaper . And knowledge of the studied works about winter will help you in creating this newspaper.
What goal will we set for ourselves when doing this work?
You will work in pairs. Each couple will work on creating their own “winter” page. You have on your desks sources that will help you today in creating our project.
Creation of a project activity product
4. The main part of the lesson.
Task No. 1
Each page of our literary newspaper will have its own name. So we will begin our work by choosing a title. On your desks are blank pages that you will design during the lesson and envelopes. Here are several options for your page title, choose the one you like and place it on the sheet. If you would like to name your page differently, please do so.
Page name options:
1. Guest - winter. 2. Sorceress - winter.
3. Mother - winter. 4. Winter Enchantress.
The children's answers are listened to, and the children explain their choices.
Task No. 2.
Yes, winter is a sorceress, sorceress, mother, guest. This is how poets and writers tenderly and affectionately called winter. When we say the word “winter”, do we immediately have associations with this time of year? Open the envelopes under No. 1, take out the blanks, and write down your associations associated with this time of year.
At the end of the work, the children read out the associations.
Task No. 3.
Winter in Russia is long and snow looks different at different times. In Sergei Ivanov’s story “What Snow Is Like,” the writer invites us to observe the characteristics of snow in different months of winter. Open the envelopes under No. 2, read the story.
The next section of your page is “Snow Carpet”. Each couple will have their own snow.
1 pair – first snow
2 pair – January snow
3rd para - March (spring snow)
Choose words from the story that characterize your snow, write them down on the snowflakes that are in your envelope.
At the end of the work, participants read out their answer options.
Place snowflakes on your page.
Task No. 4.
Now, how many of you can remember by heart a short poem about winter? Who is author?
Reading passages by participants.
- The next section of our page is “Literary”. In envelope No. 3 you have lines from the poem. You will need to remember this verse and correctly collect the lines, and then arrange it on your page (without gluing it).
Task 5
This is the kind of winter we have in Russia. This is why she is loved by many poets and writers.
Observing natural phenomena in winter, people determined from them what winter, spring, autumn and summer would be like. People composed proverbs, sayings, and riddles about winter.
The next section of our page is “Winter in proverbs, sayings, riddles...”.
Take envelope No. 4. On the blanks, write riddles, proverbs, sayings, and signs about winter that you know.
1 pair - proverbs, sayings
2 para-winter signs
3 pair – riddles.
What will help us complete this task? (additional sources)
Task No. 5.
The beauty of the Russian winter and winter nature inspired not only poets and writers, but also artists and composers.Slide show.
Here are reproductions of paintings by A. Plastov, K. Yuon, I. Levitan. In these paintings, each artist shows snow in different months of winter. For Arkady Plastov, the first snow is airy, soft, smelling of the freshness of watermelon; K. Yuon and A. Savrasov depict Russian winter with an abundance of snow, soft and fluffy. I. Levitan depicts the snow leaving, beginning to melt, in March.
I invite you to feel like artists and designers. You can now design your page, that is, arrange your material the way you think is correct and glue it, and then add winter drawings. You will work to the music of the great Russian composer P.I. Tchaikovsky from the “Seasons” cycle. The music is dedicated to winter and is called “On Troika”. It conveys the enthusiastic feelings of people, their admiration for winter nature.Music by Tchaikovsky "The Seasons"
Participants decorate their pages with drawings.
5. Product presentation
Each couple got their own page. And you will present it to us now according to the plan that is in your envelope No. 5
Project protection plan.
1) Page title
6. Lesson summary. Reflection.
Our lesson has come to an end. In a very short time, we have accomplished some very interesting work. - Which one?
What helped us in our work?
What do you think went well?
What do we need to work on?
Each of you today tried yourself as an artist, designer, editor, correspondent.
Your pages turned out to be a wonderful Winter newspaper, which became the decoration of today's lesson.
The lesson is over. Thank you!
Project protection plan.
1) Page title…..
2) The purpose of creating our page……….
3) On our page we placed poems......(READ OUT, AUTHOR),
4) The color scheme of our page………., because………..
5) Our literary page can be used…………
3) When working on the project, we used the following sources………
Project protection plan.
1) Page title…..
2) The purpose of creating our page……….
3) On our page we placed poems......(READ OUT, AUTHOR),
4) The color scheme of our page………., because………..
5) Our literary page can be used…………
3) When working on the project, we used the following sources………
Project protection plan.
1) Page title…..
2) The purpose of creating our page……….
3) On our page we placed poems......(READ OUT, AUTHOR),
4) The color scheme of our page………., because………..
5) Our literary page can be used…………
3) When working on the project, we used the following sources......
Bunin Ivan
FIRST SNOW
It smelled like winter cold
To the fields and forests.
Light up bright purple
Before sunset the sky.
At night the storm raged,
And with dawn to the village,
To the ponds, to the deserted garden
The first snow started to fall.
And today over the wide
White tablecloth fields
We said goodbye belatedly
A string of geese.
Alexander Blok
Dilapidated hut
Dilapidated hut
It's all covered in snow.
Grandma-old lady
Looking out the window.
To the naughty grandchildren
Knee-deep snow.
Fun for the kids
Fast sled run.
They run, laugh,
Making a snow house
They ring loudly
Sergey Yesenin
Winter is singing and calling
Winter sings and echoes,
The shaggy forest lulls
The ringing sound of a pine forest.
All around with deep melancholy
Sailing to a distant land
Gray clouds.
And there's a snowstorm in the yard
Spreads a silk carpet,
But it's painfully cold.
Sparrows are playful,
Like lonely children,
Huddled by the window.
Everywhere turned white overnight
And there is a miracle in our apartment!
Outside the window the yard disappeared.
A magical forest grew there.
(frosty pattern)
It flowed, it flowed -
And lay under the glass.
(freezing river)
What kind of stars are through?
On the coat and on the scarf,
All through, cut-out,
Will you take it - water in your hand?
(snowflakes)
I lived in the middle of the yard
Where the kids play
But from the sun's rays
I turned into a stream.
(snowman)
White grandfather, nothing whiter.
Old, hunchbacked,
Lies near the hut.
It lies all winter - no one will pick it up.
Spring will come and he will leave on his own.
Not prickly, light blue
Hanging in the bushes...
In cold weather he lies down, in warm weather he runs,
Transparent, not glass,
If you warm it up, you won’t have time to collect it.
Under our roof
A white nail is hanging.
The sun will rise -
The nail will fall.
(icicle)
They fly faster than the wind
And I fly three meters from them.
My flight is over. Clap!
Soft landing in a snowdrift.
Two sisters, two braids
Made from fine sheep wool.
How to walk - so to wear,
So that five and five do not freeze.
(mittens)
Issac Levitan March
Yuon End of winter. noon
Savrasov
Plastov first snow
Yuon March sun
Savrasov Winter road
Savrasov The rooks have arrived
Igor Grabar winter evening
V. Yasnov Russian winter
I. Shishkin Winter
What am I living for? What is dear to me, what is important, what can I not do without? Everyone has to answer these questions at some point.
Reflecting on my path in life, I understand perfectly well that I cannot draw the line where my work ends and my personal life begins. This is probably my philosophy, my road, calling and leading to the happiness of work, to endless life in the souls of my children. I don't work as a teacher, I am a teacher. I made my choice and I think it was right...
I enjoy communicating with Miracle. I improve myself, I walk next to him. I give him my hand, my strong hand. I take his gentle fingers into my palm and lead him through life, its labyrinths, like a guide who has already mastered this path. I am his friend, his is faith, his is hope...
Childhood is a flowering meadow, bathed in sunshine, along which you run without looking back towards the distant horizon. Childhood is the sun's rays woven into a girl's braids... Childhood is paper boats in a spring stream... Childhood is disarming smiles, inquisitive sparkles in laughing eyes and a rush of tenderness coming from the heart
The material contains a technological map of a literary reading lesson in the 4th grade on the topic “War - there is no worse word...”, methodological recommendations, sheets for project activities for students in the lesson, a student’s presentation for the lesson.
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Technological map of the literary reading lesson:
Lesson steps | Teacher activities | Student activities | UUD |
I. Organizational moment. Emotional mood. | The day has already begun long ago. The sun woke up in the sky, It made us guys smile. We quietly close our eyes, We raise our hands to the sky. Let's take a ray of sunshine And we’ll bring it to your heart. Do you feel the sun's warmth? Greet your desk neighbor, me and our guests - a specialist from the education department and the school director. Give them your sunny smiles. And let there be a warm, friendly atmosphere in class today. | Children look outside the window and become involved in activities on a personally significant level. Children perform movements according to the words of the poem. | Regulatory ( volitional self-regulation) Communication (communication management) |
II. Breathing exercises. | An electronic application for the breathing exercises course “BFB-breathing” is used. Surikov " ". | Children standing in front of the IA board (at different distances from the board) read a poem aloud in chorus with adjustment of breathing rules | Regulatory ( control, self-control, correction) Personal ( self-determination - installation on healthy lifestyle) |
III. Updating students' knowledge.
2. Setting the goals and objectives of the lesson in co-creation with the children. Motivation for students' learning activities. 3. Setting lesson objectives in co-creation with children. Motivation for students' learning activities. | What chapter are we working on? Game in pairs “You - for me, I - for you” - 1 min. Be sure to evaluate your neighbor's answers, whisper words of encouragement in his ear, or give him advice on what he needs to pay attention to in this chapter.
Children, what do you want more than anything in the world? Write this wish down in your workbook in 1-2 words. At the end of the lesson we will return to this same issue again. Today’s lesson is the most common one, and its form is project. (What is this?) 2) Work on developing the lesson topic in project groups: What is the starting point when working on any project? "Sensory crosses": a) -Oh, if there were no war... The earth would be full of color... N. Tregubov b) – War marks everyone: scar - military, wrinkled - civilians. c) Remember! Through the centuries, through the years, - remember those who will never come again! R. Rozhdestvensky Read aloud. Discussion. The teacher after the discussion opens on the board epigraph to the lesson: “War – there is no more terrible word...” A. Tvardovsky
(The teacher in the position of a consultant encourages students to determine the goals of the lesson and accept learning tasks) You have determined the topic of the lesson based on excerpts from works and sayings. Now share your associations about war: sounds, smells, colors, human feelings, and write down these associations with noun words in a column in your workbook, each individually. So, war is... Checking records. Now we have formed an idea of war based on primary knowledge. See how much you can already say about it. Maybe this is enough? Is it necessary to continue working on this topic and read works about the war? After all, everything is clear?!
State the purpose of your project, i.e. (teacher helps) finish my thought: We analyze works of art about the war to understandwar is (what?) - Examination. Discussion. 3) work on setting the objectives of the lesson-project: Now determine the action plan for a given topic and the goals of the project using guiding verbs: Check … Познакомиться … To know … To work on … .
What conclusion should we necessarily come to? (can we assume this at the beginning of the lesson?) The teacher can draw the children's attention to the epigraph to the lesson.
What could be an indicator of all the work in a literary reading lesson? You will write down the final result of today's project at the end of the lesson in the designated space on the map. This will be the result and indicator of your work in the group. | Children within 1 min. ask each other questions on the topic of the chapter, answer, complementing each other. Children write down their wishes each in their workbook. The project is action plan, planning, chain of actions and necessarily some result (product). Determine the topic of the project, i.e. what they will work on. Children in project groups formulate the theme of the project and write it down on cards. Children independently write down several word associations about the war. Children express their opinions about why we still need to study works about war. Students in groups complete the sentence by writing down the project goal in cards. Students offer their own plan, for example: Check homework; Познакомиться with a new work about the war; To work on development of speech (oral, written, musical), etc. Children assume the final conclusion of the lesson about war. Students in groups write down the project hypothesis on cards. Children offer the following options: Good work by students; Composition; Student Feedback (Essay); Sinkwine; Drawing. | Regulatory ( ability to ask questions) Personal ( moral-aesthetic orientation, ethical feelings, goodwill and moral-sensual responsiveness) Cognitive ( logical UUD: identifying the essence, features of objects) Communication (ability to listen and understand others) Cognitive ( logical, modeling) The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems Regulatory ( putting forward hypotheses, the ability to predict upcoming work) |
I V. Activity stage. 1.Checking homework.
V. Reflection. V I. Choosing homework (differentiated). V II. Lesson summary.
(I):
3.Teacher assessment (Case): | - Suggest how I, as a teacher, can further teach a lesson on this topic? Why do you need to check your home today? What tasks did you manage to complete? 1)checking homework: Expressive reading of a poem; Live exhibition of drawings; Emphasizing artistic literary devices; Another work about boys during the war. Work analysis, self-assessment, evaluation. 1) independent work 2 study at the board with epithets: While checking homework, 2 people work independently at the board - they write out several words from the home poem that describe the characters in the work.Boys (which ones?) Checking the work on the board - epithets. Why did we complete this task? 2) acquaintance with new works: a) Textbook – p. 102 – appeal-commentary from the authors of the textbook. - From a very short address you can already learn a lot. What have you learned? b) biography of B.Sh. Okudzhava (1 student with a presentation at the blackboard) Discussion of the presentation. Evaluation of work with the presentation. c) listening to the song “Goodbye, boys” by B. Okudzhava. - I offer you a new literary work with musical accompaniment for your acquaintance. And then you will share your opinion - was it appropriate to listen to a literary work in musical form? d) analysis of the poem (song): What feelings did you have during and after listening to it? Was the song appropriate now? What effect does it create? What complements? Through what means of musical expression? Offer to work on the poem, not forgetting the goals on the project map. e) independent reading of poetry by students. - How many parts have you identified? Why? What lines are repeated? Why did the poet Okudzhava structure the verse this way? - What technique does the poet use to address war? (personification) Okudzhava wrote about it this way: "I hate war! And this is the versenot about war, but against war!” Childhood and playtime ended too early, the time has come to become men, soldiers. What words can be added to the columns of words? Who says "Goodbye" to the boys? Why not “goodbye”? Is there a difference in these phrases you are familiar with? - What does the poet ask the boys to do? Guys, these words – traditional parting word to soldiers in Rus': be tall, do not spare yourself, but be sure to come back! - War has traditionally been considered a man's business, an almost inevitable duty.. And for women going to war, war is life breakdown, refusal ( can these words be added to the workbook as associations?)from women's worries, chores around the house, family, children. How does the hero of the poem show his hatred of the war due to the fact that girls are forced to go to the front? - What advice does the hero give to girls? Any parting words for girls? - Why are both boys and girls asked to go back several times? Right, life is the most important thing on earth.
-Think about the title of the picture. How are the titles of the painting and the poem related? (Prove with a line) Which of the artistic means in this reproduction is the main one? - We will answer the questions in the textbook p. 104, simultaneously filling out the columns of words in the association (notebook).
So, we plunged into the terrible atmosphere of the war years, we saw what the Soviet people experienced during the 4 years of war. Each of you has 3 columns of association words in your notebook. Re-read them again and underline the most important, in your opinion, associations (in the 1st column - 1 word-noun, in the 2nd column - 2 adjectives, and in the 3rd column - 3 verbs). Examination. Discussion. 2.Record syncwine about war– work in project groups. Discuss your associations in groups and make 1 common syncwine, this will be your final result of the project. Presentation of works. Assessment. Has the hypothesis of our project been confirmed? (Referring to the lesson epigraph on the board)
I suggest you decide for yourself what homework to do for this work. Offer possible options. - Where can you apply the knowledge gained in today's lesson?
- For the last step of our lesson, think aboutyour workwhen creating a project, evaluate yourself fairly. -Take each other’s hands, whisper in your neighbor’s ear an assessment for his work in class, and give advice if necessary.
- You have doves in your hands - symbols of peace, write down on them what today’s lesson left in your living, responsive, beautiful children’s hearts, and at the same time answer the question at the beginning of the lesson “What do you want more than anything in the world?” - Who has the same wishes for the beginning and end of the lesson? - It's one of the last autumn days. I will smile at you, and you will smile at each other, me and the guests and think: how good it is that we were here today (in chorus)together! Thank you for having me. | Children suggest checking homework as it relates to the topic of the lesson. Children list completed tasks. Children analyze the performance of the house. the work of classmates, evaluate themselves and evaluate with the teacher. Children can write down the following characteristics:pugnacious, ordinary, reading, dreamers, dreamers, inventors, ordinary, normal, inexperienced in life, etc. Children sum up a mini-summary. Children report their observations, for example: - met a new author - poet; - the theme of V.O. war continues in the new work; Children discuss a classmate's work on a presentation. Children listen to a song in the correct position (music lesson) Children share their impressions of what they heard. Children can list well-known musical means of expression: -melody –recitative; - tempo –moderate; -rhythm –dotted; -lad –major; -dynamics –loud. Children conclude thatmusical means of expression help to understand the content of a musical work, its meaning. Children offer to work on a poem, for example: - read expressively; -name artistic means of expression; -vocabulary work. Children read the poem independently. Repetition -crying, lamentation. Warvile– the author sees it asalivethe person whomcondemned and hated. (all these words can be written down in your workbook) Children answer the question, proving with text: 1 part: - our courtyards became quiet; - our boys raised their heads; -they have matured for the time being; - they barely loomed on the threshold -and they went after the soldier... Children complete columns of words in their workbook. - Part 2: -Instead of weddings, they were destined to see only separation and smoke... - Don't care about gossipers. - Try to go back. -This is the most important thing - to return alive from the war. -And the soldiers went after the soldier... - Color – gray (dark, gloomy, frightening, boring) color most shows the mood of the authors. (Dynamics - movement, Spot, Light, Composition, etc.) Children work independently. Children work in groups, write down 1 general syncwine about the war. Conclusion:“There is nothing worse than war!” Children offer the following d./z.: -memorize, - choose another poem or song for a music lesson on the same topic, -drawing. - In music lessons, fine arts, Russian language, the surrounding world, during class hours dedicated to the V.O. war, etc. Students evaluate their work in class. Students evaluate the work of their neighbor in the lesson. Children stand in a large circle, little doves stand in the center of the circle (At this time, 1 student reads the poem: For the sake of happiness and life in the world, For the sake of the soldiers who fell then, Let there be no war on the planet (All in chorus) Never! Never! Never! | Regulatory (ability to build a plan for joint activities) Regulatory (control, self-control) Communication (ability to listen and understand others). Regulatory (ability to evaluate the work of others in accordance with a specific situation) Cognitive (brain teaser) Formation and development of competence in the field of use of information and communication technologies The ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference The ability to correlate your actions with the planned results, monitor your activities in the process of achieving results, determine methods of action within the framework of the proposed conditions and requirements, adjust your actions in accordance with the changing situation The ability to consciously use speech in accordance with the communication task to express one’s feelings, thoughts and needs The ability to apply and transform artistic images to solve educational and cognitive problems The ability to evaluate the correctness of completing a learning task Managing your activities; control and correction; initiative and independence Ability to organize educational cooperation and joint activities with the teacher and peers The ability to create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems to conduct a literary reading lesson in 4th grade (L.V. Zankov system). The lesson is developed in accordance with the Federal State Educational Standard of the NOOfor use in 4th grade (L.V. Zankov’s system). Sociocultural aspect: - introducing students to works about the Great Patriotic War using the example of a poem by the Soviet poet B.Sh. Okudzhava. The office is equipped with the necessaryequipment for the health technology of Dr. V.F. Bazarny: - “sensory crosses”; - ceiling-mounted color ophthalmic simulator; -ecological panel; -student desks. Electronics are installed and used on the computerdemo applicationwith a set of texts for breathing exercises (biofeedback breathing technology). (The teacher received permission to use this technology based on completion of training - a certificate of completion of distance learning courses). Throughout the lesson, students are taughtphysical breaks(according to the technology of L.V. Bazarny), aimed at the comprehensive physical development of students (eyes, cervical spine, arms, fingers, spine, foot massage). It is important that each student monitors the well-being of his body, choosing one or another exercise for exercise. These are actions of self-monitoring of your health. Previous homework on literary reading- differentiated (at the students’ choice): -expressive reading of Yu. Levitansky’s poem “Boys”; -reading by heartpoems by Yu. Levitansky “Boys”; - reading other poems about children in the Great Patriotic War; - drawings about your dreams and fantasies. Step-by-step methodological explanations:
During the greeting, it is supposed to create a friendly mood for the lesson and involve students in collective work. Breathing exercises – exercises for the respiratory organs using a computer (during this exercise, students “heal themselves” by reading aloud according to the requirements of the technology). The teacher monitors the correct breathing of all students, helps them keep up with the choral reading of the work and keep their breathing at the proper level).
Goal-setting at this stage occurs in the cooperation of students and teachers in the process of creating a problem situation. Students independently formulate the topics of the lesson, proposing ways to solve the problem. The teacher creates conditions for students to establish a connection between the purpose of educational activity and its motives. A prerequisite at this stage is forecasting, i.e. understanding what final “product” students want to receive.
The longest time allocated for the activity stage is about 25 minutes. The exercises are aimed at improving phonetic speaking skills, activating the learned literary rules and improving lexical speaking skills - the culture of Russian speech. Here the development of control skills, self-control, and correction of the actions of each student takes place; General educational activities are being improved: analysis of objects in order to highlight signs of nomination and assumptions. And the final “product” of this lesson should bethe emergence of a desire in students to express their attitude to the topic being studied through a creative task (syncwine about war). In the course of working to solve a problem situation, the teacher must remember its main task - to cultivate a culture of communication based on highly moral human values - love and respect for loved ones, one’s family, culture, Motherland, peace on Earth. Since the previous homework was given as a choice, it is necessary to find out at the beginning of the lesson which of the children completed which task. D/Z differentiation in this case is aimed at awareness of one’s capabilities, mastery of the actions of self-control, self-regulation, control) INactivitystage includes tasks and exercises using AMO (active learning methods), including -copyright AMO(developed personally by the teacher - permission and confirmation for their use was issued by the “My University” website - certificate):“I am myself!” -individual; " One head it's good, but two better!"-pair work; “Alone in the field is not a warrior!” -group. The purpose of their use at this stage is to develop the skills of interacting with a partner, accepting different points of view and finding a common solution, arguing your position when working in pairs and group work). IV.Diagnostics. Composition exercisesyncwine- not new for children (the high level of intellectual abilities of class students made it possible to previously introduce fourth-graders to this type) - aimed at improving search reading skills (parts of speech are also repeated - interdisciplinary connection with Russian language lessons (work on meta-subject results); musical means expressiveness - with music lessons; means of artistic representation - connection with music lessons); in pair work, there is collective cooperation in performing creative work, integration into a peer group and building productive interaction. V.Reflection. Comparison of work results with tasks and questions at the beginning of the lesson is individual (What have you achieved? What have you not?) The teacher needs at this stage to create an environment in which students are open in understanding their actions and self-assessment. The reflexive algorithm is implemented here:"I"(“I experienced difficulties ...”, “The most interesting thing in the lesson was ...”)"Case"(Have you achieved the goal of the exercise? What difficulties have arisen? How to proceed? Each student and teacher must evaluate their own work and the work of the class - highlighting and realizing thatalready learnedAndwhat else needs to be learnedwhere to apply the acquired knowledge and for what. Choosing homework is the implementation of the practical task of the lesson - allowing children to do creative work - syncwine. Slide 2 At birth, the parents gave their son the name Dorian, in honor of Dorian Gray... A month later they renamed him Bulat. Dad is Georgian, mom is Armenian. In 1937, the father was arrested and shot. Mom was arrested and sent to a camp for 17 years. The Great Patriotic War In April 1942, at the age of 17, Okudzhava volunteered for the front. He was a mortarman, then a heavy artillery radio operator. He was wounded near Mozdok. From the poet’s memoirs: “I graduated from 9th grade when the war began. Like many of my peers, I was desperately eager to go to the front. Together with a friend, we visited the military registration and enlistment office every day. We were handed summonses and told: “Take them home, and tomorrow we will Let's send." This went on for six months. Finally, broken by our stubbornness, the captain could not stand it and said: "Write your agendas yourself. I can’t bring myself to do this.” We filled out the forms and took them home: he to me, and I to him.” Creativity In 1946, he composed his first song, “Furious and Stubborn.” In the second half of the 1950s, he created the songs “Midnight Trolleybus,” “Vanka Morozov,” “King,” “Goodbye, Boys,” “Song about the Black Cat.” " and many others Author's song Okudzhava is often called one of the creators of the "art's song" genre. The song "Goodbye, boys" is the author's. It was written (both poetry and music) by one person over 13 years... Bulat Okudzhava performed it beautifully, accompanying himself on the guitar. Bulat Shalvovich Okudzhava did not consider himself ready to create this song for a very long time. This song is dedicated to those young people with whom he grew up in the same yard and who did not return from the war. And these poems were written only in 1958. He was buried at the Moscow Vagankovskoe cemetery. On June 12, 1997, Bulat Okudzhava died in Paris (in the suburb of Clamart), in a military hospital. Just before his death, Bulat Okudzhava was baptized with the name John. On May 8, 2002, a monument to him was erected near house 43 on Arbat, where Okudzhava lived. Categories
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