Lesson summary
teacher b: Grabrova Natalya Vasilievna, primary school teacher of MOAU "Secondary School No. 4 in Sol-Iletsk"
Item : literary reading
Class: 2
UMK : "Harmony"
Textbook: O.V. Kubasova. Literary reading. Textbook for 2nd grade of general education institutions at 3 hours - Part 3 - Smolensk, “AssociationXXIcentury", 2012
Subject: Russian folk tale "Mena"
Target: create conditions for students to consciously determine the main idea of the fairy tale - money does not buy happiness - through analysis of the work, and learn to read the fairy tale expressively by role
Personal UUD: formation of interest in reading, emotional perception of the actions of heroes of literary works; evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.
Regulatory UUD: determine the goal and plan for completing tasks, understand the purpose and meaning of the tasks performed; monitor the process and results of activities, make adjustments.
Cognitive UUD: read the text and understand its actual content; answer simple questions from the teacher, find information in the textbook; highlight events, see their sequence in the work.
Communicative UUD: participate in dialogue in class and in life situations, answer questions from the teacher, classmates, perceive the opinions of peers about the work read; use available speech means to convey your impressions; take part in the discussion of what you read.
Equipment: multimedia projector, screen, presentation, cards with words, illustrations of an old man and an old woman
Lesson progress:
Lesson stage
Teacher activities
Activities of students
I . Mobilizing start.
Let's start the lesson.
Look at the screen.
Checking readiness for the lesson
II . Checking homework.
1. Conversation.
Who do you see?(slide 2)
What unites the heroes?
What work did you read at home?
What is it about?
Analyze the drawings and find commonalities.
E. Moshkovskaya “Greedy”
About greed.
2.Reading the poem in stanzas.
They read, listen, and evaluate their classmates’ reading.
III . Setting goals.
1. Problem dialogue .
What does this story teach?
Have you encountered such situations in your life?
How did that make you feel?
Do you consider yourself greedy? Why?
In what cases should you not be greedy?
And, for example, you are asked to copy off your homework, in which case are you greedy?
What can you do so as not to lose yours and not turn out to be greedy?
What is the essence of the exchange?
How many of you have ever made an exchange?
What did you change for what?
Violetta, let’s switch: I’ll give you a pen, and you’ll give me a phone? Agree?
Those. the main condition of the exchange is...? (must be equivalent)
Read the title of the fairy tale, what does it mean?(Appendix 1)
Choose related words to the word mena.
What tasks will we set for ourselves in the lesson? (read a fairy tale, learn a lesson from a fairy tale) (Appendix 2)
Answer questions. Give examples.
You can change.
You give, they give to you.
They make assumptions and give reasons for the answer.
Exchange, exchange, exchange, changed, exchange, changer, replace, exchange, exchanger, exchange, replace, etc.
Together with the teacher, they formulate the purpose of the lesson.
IV . Primary reading.
1.Reading by the teacher. (Until the moment the man found a piece of gold)
What would you do if you had a piece of gold the size of a horse's head?
How do you think the old woman met the old man?
They make assumptions.
2. Reading by prepared students.
Read the dialogues of a fairy tale.
3. Reading in a chain.
Read the story to the end.
4. Vocabulary work.
What unfamiliar words have you come across? (seryak man(slide 3) , merchant (slide 4 ), dealer(slide 5) , shepherd(slide 6), peddler(slide 7), wattle fence(slide 8)
They perceive information, read the meanings of unfamiliar words in footnotes.
V . Text analysis.
1. Primary perception.
How did the fairy tale make you feel: did you feel funny? Did you feel sorry for the old man?
They characterize their feelings, express their attitude towards the character of the fairy tale.
2. Work in groups.
Answer the questions. (Appendix 3)
1.Who is the hero of the fairy tale?
2. Why is the fairy tale called “Mena”?
4. Why was the old man left with nothing?
6. Why do the old man and the old woman live happily?
(slide 9)
Examination: 6 groups in the class - each group defends the answer to one question. The rest agree or argue.
They work in groups.
They answer questions, express their own opinions and prove their point of view.
3. Physical exercise.
They smiled, stretched, sat down, stood up, spun around, leaned to the right, left, and sat quietly at their desks.
Perform the movements together with the teacher.
4. Conversation.
This is a fairy tale, but what is fabulous about it?
Could such a story really happen?
How do you think you can characterize an old man: is he stupid, kind, naive, simple-minded?
Can we say that he is happy?
What did the old man really lose? (Nothing, he has an old woman who needs him without money, that’s his happiness).(Appendix 4)
What does this fairy tale teach?
A piece of gold the size of a horse's head.
They express and prove their point of view.
Happiness doesn't come from money.
VI . Repeated reading.
1. Reading by roles in pairs.
- Choose any excerpt from a fairy tale, read it role-playing with your desk neighbor.
Read in pairs.
2*. Selective reading.
Read the passages from the story that match the illustrations.(slide 10, 11)
Read excerpts from the fairy tale that match the illustrations.
VII . Lesson summary. Assessment.
Let's return to the tasks that we set for ourselves at the beginning of the lesson: read the fairy tale, draw a lesson from it for yourself.
Have you completed the first task?
What lesson was learned from the fairy tale?
Happiness does not lie in money, but in human kindness, devotion to each other, and love.
They generalize and draw conclusions. Evaluate their work.
VII . Homework assignment.
Write it down in a diary.
Appendix 1
Mena
Appendix 2
Learn a lesson
Questions:
1.Who is the hero of the fairy tale?
3. How did the old man end up with such a large piece of gold?
5. Why did the old woman scold the old man?
Appendix 3
Questions:
1.Who is the hero of the fairy tale?
2.Why is the fairy tale called “Mena”?
3. How did the old man end up with such a large piece of gold?
4. Why was the old man left with nothing?
5. Why did the old woman scold the old man?
6. Why do the old man and the old woman live happily?
Appendix 4
In the Russian folk tale “Mena” we are talking about various exchanges. And everyone who changes something is afraid of cheapening, afraid of missing out. Is it possible to exchange a cart for a goat, is it profitable? Or, say, a goat for your wallet, how lucky? Is it possible to get rich and live happily with the help of these exchanges? The fairy tale is not silent about this, and we will read it carefully...
"Mena"
Russian folk tale
There lived a man with a woman; They had a pair of oxen, but no cart. Wherever they decide to go, a man runs around the village to look for carts, and at least five times he took a cart from each owner! Things got so bad that they stopped giving him; Wherever he goes, everyone shames him: “What a man you are! You have a couple of oxen, but you can’t handle a cart!” A man gets ready to go on the road, but there is nothing to go with; he will fuss and fuss and stay at home. “Listen, hubby,” says the wife, “take the oxen to the fair, sell them, and buy a cart for the money; let us have our own! Then people will come to us and ask for carts, but we won’t give them to anyone!”
The man listened to his wife, got up early in the morning, took a pair of oxen and led them to the city. He began to approach the city, and lo and behold, the old man was taking new carts to the fair; ran up to him: “Great, fellow countryman! Are you selling carts? - “I’m selling.” - “Do you know what I will tell you?” - “As you say, I will know.” - “Here’s what; do me a favor, give me a cart, and take a pair of oxen for yourself.”
The old man sees that the exchange is profitable: a pair of oxen costs one and a half hundred rubles, and a cart is only twenty, and says: “If you please, brother! Choose any one."
The man chose the largest cart for himself and gave a pair of oxen for it. Old man, dear, hurry to the city; He has one thing on his mind: lest this fool come to his senses and take his oxen back. And the man stands on the road and thinks: “Thank God, now there is a cart!” But how can I get her home? After all, there are no oxen, you have to carry them yourself.” I took a rope, tied it to the cart and started dragging; I dragged and dragged, I did half a mile, but I was tired as a dog: the sweat was pouring from my face, but I could even wring out my shirt! He stopped, sat down to rest and thought: it’s a long way to the yard, about fifteen miles away! What to do with the cart now?
I saw a shepherd driving two goats to the fair, and shouted to him: “Great, fellow countryman! Where are you driving the goats? - “To sell to the city” - “What to sell, better trade me one goat for this cart; look, completely new!” The shepherd grinned: “How could I not miss, brother? Otherwise, if you screw up, you won’t recover; Yes, perhaps, wherever the curve won’t take you! Choose any one for yourself." The man gave up the cart, took the goat and took it home.
He walked and walked, covered two miles, and he met a peddler: on his back there was a box, a whole bunch of wallets attached to his belt. The man looked at those wallets and really liked them: “Listen, fellow countryman! Where are you taking your wallets? - “To sell to the city.” - “Trade me one for a goat.” - “If you please, brother!” The man took the wallet, put it behind his boot and went home. Walked, walked; there is a river on the way; boarded the carriage and moved to the other side. The carriers began asking for money, but he didn’t have a penny and nothing to pay with. “Brothers, take the coat off your shoulders if you have no money!” - say the carriers. “Wait, I need the army coat myself; “I have a new wallet, take it to work.” He took out his wallet and handed it over; the carriers released him.
The man trudged home. “Here,” he thinks, “for no reason, for no reason, I lost a couple of oxen!” He looks: the Chumaks are sitting on the road and cooking gruel. "Hello, fellow countrymen!" - “Hello, good man!” - “Your Grace’s bread and salt!” - "Thank you". - “Nice gruel you have! Let me have a little sip, brothers; I'm hungry." - “Where are you from?” - asks the chieftain. “And I, uncle, went to the fair, took a couple of oxen to sell.” - “Look what! You sold a couple of oxen, but you’re begging…” “Oh, uncle,” the man answered, “if only you knew and knew my grief!” - "Which?" - “But listen!” - and told everything as it happened.
The chieftain laughed and said to the peasant: “Well, brother, now you’d better not show your face to your mistress; otherwise there will be trouble.” - “No, uncle, nothing will happen; He won’t even say a bad word!” - “You’re lying, man! If the hostess doesn’t scold you for this, then here are twelve wagonloads of salt - I’ll give it all to you, including the oxen!” - “Okay, chieftain!” - “Well, what if he curses?” - “I’ll go to you into eternal bondage!”
We laid down and went to the village. We got to the yard; The ataman stood in the hallway and listened, and the man entered the hut: “Hello, wife!” - “Hello, hubby! Well, did you exchange the oxen? - “Exchanged.” - “Where is the cart?” - “I gave it for a goat.” - “Where is the goat?” - “I went for my wallet.” - “Where is the wallet?” - “They took me for transportation.” - “Well, thank God I came back myself! Hurry, undress and sit down at the table and have lunch; tea, have you been hungry for a long time? Don't worry about oxen; there are no oxen - and we will have no worries! A man sat down at the table and shouted: “Hey, chieftain! Go to the hut; Well, did you hear? My truth!” “It’s true, fellow countryman,” said the chieftain, sighing, “God be with you, take all twelve wagons - both with salt and with oxen.” This is how the man got rich and began to live and live well and make good money.
Questions about the fairy tale “Mena”
What vehicle needed in the village did the man not have?
How many and what animals did the man give for the cart?
How many wallets did the man buy by giving a goat in exchange?
Did the man have a wise wife?
What did the man become at the end of the fairy tale: poor or rich?
A fragment of a literary reading lesson conducted in 2nd grade A, by primary school teacher, Irina Viktorovna Zubareva
Subject:
K. D. Ushinsky Mena"
Target:
create conditions for students to consciously determine the main idea of a fairy tale - no treasure is needed if there is harmony in the family - through analysis of a work of art
Tasks:
Educational: develop the ability to arrange events in order; retell fragments using words from the text; determine the main idea; create conditions for the development of attention to the state and behavior of the character, to the position of the author; contribute to the formation of the ability to substantiate the conclusion made. Developmental: develop imagination, observation, the ability to prove your point of view. Educators: cultivate positive character traits using the example of fairy tale heroes; cultivate emotional responsiveness, a sense of respect for alternative opinions, and a love of reading.
Planned educational outcomes:
Subject-specific UUD: develop the ability to arrange events in order; retell fragments using words from the text; determine the main idea of the work; identify the author’s attitude towards the characters, ways of expressing it; explain the behavior of the characters; determine your attitude towards the characters and justify it. Personal UUD: to form a positive attitude towards literary reading lessons; is attentive to his own experiences caused by the perception of his own actions and the actions of other people from the point of view of generally accepted norms and values; express your emotions, empathy; evaluate one’s own learning activities and express a positive attitude towards the learning process; motivate your actions.
Metasubject:
Regulatory UUD: accept and maintain a learning task, plan the necessary actions, determine the goal and plan for completing tasks, predict the development of events, understand the purpose and meaning of the tasks being performed; monitor the process and results of activities, make adjustments. Cognitive UUD: read the text and understand its actual content; answer simple questions from the teacher, find information in the textbook; highlight events, see their sequence in the work. Communicative UUD: participate in dialogue in class and in life situations, answer questions from the teacher, classmates, perceive the opinions of peers about the work read; use available speech means to convey your impressions; take part in the discussion of what you read.
Equipment:
multimedia projector, screen, presentation, cards with words, explanatory dictionary, illustrations for a fairy tale
,
test
Lesson progress:
Stages of the lesson Activities of the teacher and students
I. Organizational moment
Good afternoon everyone! Today we have guests at our literary reading lesson. Let's greet them standing. Smile at each other and at your guests; a smile encourages pleasant communication.
Slide 1
II. Introduction to the topic
Problem Dialogue
. - Guys, which of you has ever made an exchange? -What items did you change? - Nikita, let’s switch: I’ll give you a pen, and you’ll give me a phone? Agree? -What is the essence of the exchange? What is the main condition of exchange -...? (must be equivalent) From our conversation, can you guess what the name of the fairy tale we will be working on in class will be? - Today in class we will work on the author’s fairy tale, which is called... a related word to the word “exchange” - “Exchange.” - Read the last name, first name, patronymic of the author of the fairy tale. (Reading from the board) Konstantin Dmitrievich Ushinsky “Mena”
Slide 2
Sh. Statement of the educational task
Problematic question
What does a fairy tale teach?
- Why do people read fairy tales? (to learn from other people’s mistakes, to learn something) -What tasks will we set for ourselves in the lesson? (read a fairy tale, learn a lesson from the fairy tale, name the main characters, find out what actions they did, what the fairy tale teaches). Read... name the main characters, find out what actions they committed, draw a lesson from the fairy tale
Problematic question:
what does a fairy tale teach?
Slide 3
IV. Vocabulary work (Work in groups)
We will work in groups. Let's remember the rules of working in a group. (Reading on the slide) A literary reading textbook will be an assistant in your work. Open it on page 130. K. D. Ushinsky lived more than 100 years ago. In the fairy tale there will be words that are not currently used or we hear them very rarely. Therefore, the goal of dictionary work is to find out the meaning of unfamiliar words. Let's work on their meaning.
Slide 4
Barishnik –
horse trader.
Slide 5
Peddler
- a small peddler who sold haberdashery (pins, buttons, ribbons, gloves), fabrics,
Group 1 task
Group 2 task
Group 3 task
Group 4 task
Group 5 task
Find out from adults the meaning of the word proposed to your group Peasant - seryachok Merchant - reveals the meaning of the word teacher Checking the results. Let's summarize. Did you complete the task? Well done! books.
Slide 6
Ovchar
- sheep shepherd.
Slide 7
Wattle -
wicker fence made of twigs and branches.
Slide 8
Gray little man
- an ordinary, unremarkable person.
Slide 9
Merchant -
trader
.
Slide 10
V. Reading a fairy tale
We will now begin to read the fairy tale. - Why do we need to know the content of the fairy tale? - Listen carefully to the fairy tale to identify the main characters. 1.Reading by the teacher. (1 paragraph - stop) Students continue reading - Guess what will happen next? - How do you think the old woman met the old man? They make assumptions. 2.Reading by students. Read the story to the end.
Slide 11
V1. Text Analysis
1. Primary perception.
- Name the main characters. - Could such a story really happen?
2. Work in groups.
Each group has an assessment sheet.
Check: Slide 12
You will take into account the work of the group: activity, correctness of answers, cooperation with classmates according to the proposed algorithm. (!, +, ?)
Group 1 task
Why is the fairy tale called "Mena"? What did the old man exchange? Find the answer in a fairy tale. Restore the order of exchange of objects in a fairy tale
Grading:
! - answered the question, found the answer in the fairy tale, restored the sequence of events + - answered the question, found the answer in the fairy tale, restored the sequence of events, but asked for help, or made inaccuracies in the answer? - had difficulty completing the task
Group 2 task
Answer the questions. -Who is the main character of the fairy tale? Choose the qualities that can be used to characterize an old man from brave, greedy, cunning, kind
old man
Slide 13
modest
fairy tales
Old man:
brave, greedy, cunning, kind, modest, stubborn, simple-minded - Can we say that he is happy?
Grading:
! - answered questions, chose character qualities + - answered questions, chose character qualities, but made inaccuracies? - had difficulty completing the task
Group 3 task
How did the old man end up with such a large piece of gold? Find the answer in a fairy tale. Read along the chain.
Grading:
! - answered the question, read along the chain without errors + - answered questions, read along the chain, but made inaccuracies? - had difficulty completing the task
Group 4 task
Grading:
! - answered the questions, found the answer in the fairy tale + - answered the questions, found the answer in the fairy tale, but made inaccuracies? – had difficulty completing a task stubborn simple-minded
Slide 14
Slide 15
Group 5 task
Read the proverbs. Choose the one that expresses the main idea of the tale more clearly. 1. You can’t build your happiness on someone else’s grief. 2. Don’t have a hundred rubles, but have a hundred friends. 3. You don’t need a treasure if there is harmony in the family. 4. Money doesn’t buy happiness.
Grading:
! - If you chose 2 proverbs + - If you chose 1 proverb? - We made a mistake
Slide 16
Physical exercise (at 15 minutes of the lesson)
They smiled, stretched, spun, leaned to the right, left, stood up, sat down, and sat quietly at their desks.
VI. Lesson summary.
Test.
Assessment.
-What work did you study today? (author's fairy tale “Mena”) Have we found the answer to the question posed? What does the fairy tale by K. D. Ushinsky teach? Happiness does not lie in money, but in human kindness, devotion to each other, respect, love. Complete the test that is on your desks. Circle the letters - the answers. Write the letters - the answers on a line. What did you get? Read this word. What results did you get? They generalize and draw conclusions. Evaluate their work.
Slide 17
Slide 18
Slide 19
Appendix 1. Vocabulary work.
Group 1 task
Look up the meaning of the word “Barishnik” in the dictionary.
Group 2 task
Look up the meaning of the word "Peddler" in the dictionary.
Group 3 task
Look up the meaning of the word "Sheepdog" in the dictionary.
Group 4 task
Look up the meaning of the word "wattle" in the dictionary.
Group 5 task
Find out from adults the meaning of the word proposed to your group Little Man - Seryachok
Appendix 2
Group 1 task
Why is the fairy tale called "Mena"? What did the old man exchange? Find the answer in a fairy tale. Restore the order of exchange of objects in a fairy tale
Grading:
! - answered the question, found the answer in the fairy tale, restored the sequence of events + - answered the question, found the answer in the fairy tale, restored the sequence of events, but asked for help, or made inaccuracies in the answer? - had difficulty completing the task
Group 2 task
Answer the questions. -Who is the main character of the fairy tale? Choose the qualities that can be used to characterize the old man from the fairy tale
Old man:
brave, greedy, cunning, kind, modest, stubborn, simple-minded - Can we say that he is happy?
Grading:
! - answered questions, chose character qualities + - answered questions, selected character qualities, but made inaccuracies
? - had difficulty completing the task
Group 3 task
How did the old man end up with such a large piece of gold? Find the answer in a fairy tale. Read along the chain.
Grading:
! - answered the question, read along the chain without errors + - answered questions, read along the chain, but made inaccuracies? - had difficulty completing the task
Group 4 task
Why was the old man left with nothing? Explain in your own words. Determine the main idea of the fairy tale.
Grading:
! - answered the questions, found the answer in the fairy tale + - answered the questions, found the answer in the fairy tale, but made inaccuracies? - had difficulty completing the task
Group 5 task
Read the proverbs. Choose the one that expresses the main idea of the tale more clearly. 1. You can’t build your happiness on someone else’s grief. 2. Don’t have a hundred rubles, but have a hundred friends. 3. You don’t need a treasure if there is harmony in the family. 4. Money doesn’t buy happiness.
Grading:
! - If you chose 2 proverbs + - If you chose 1 proverb? - Wrong Appendix 3
test 1. Fairy tales that were written by: B. Narod L. Author O. Russian people are called author 2. The fairy tale “Mena” was written by: Yu. A. K. Ushinsky B. L. N. Tolstoy V. N. I. Sladkov 3 .Who was saved by the old man: A. Shepherd B. Swineherd B. Rich merchant 4. Find the correct sequence of exchange: O. Gold, horse, ox, ram, pig, needle B. Horse, gold, ox, pig, ram, needle C. Gold, ox, horse, piglet, needle, ram 5. How did the old woman treat the old man: A. Hated B. Loved B. Despised 6. What does this fairy tale teach: A. Greed B. Cowardice b. Love and respect Check 1. l 2. y 3. b 4. o 5. c 6. b Appendix 4
An old man lived with an old woman. Once the old man found a penny, but the old woman did not have a needle, and she sent him to the city so that he could buy a needle with this penny. On the way, the old man lost money.
A rich merchant was swimming in the river, fell into a deep place and began to drown, and a man walked by, heard a scream, rushed in and pulled the merchant out of the water. The merchant does not know how to thank the old man: he invited him to his city, treated him well and gave him a piece of gold the size of a horse’s head.
The man took the gold and went home. He is walking along a wide road, and a herdmaster is driving a whole herd of horses towards him.
What did the rich merchant give you?
What do you need this gold for? Trade it to me for any horse.
The old man gave the gold to the herder, chose a horse and rode home. He drives through a meadow, and in the meadow a shepherd grazes cows.
Hello, man. Where have you been?
I was in the city. I was staying with a rich merchant.
A piece of gold the size of a horse's head.
Where do you get this gold?
Exchanged it for a horse.
Exchange my horse for a cow.
The old man gave the horse to the shepherd, chose a cow for himself, tied it by the horns and moved on. He walks through a field, and in the field a shepherd grazes sheep. The shepherd asks.
Where have you been, man?
I was in the city. I was staying with a rich merchant.
What did the rich merchant give you?
A piece of gold the size of a horse's head.
Where do you get this gold?
Exchanged it for a horse.
Where is your horse?
Exchanged it for a cow.
Exchange my cow for a ram.
The man didn't argue. He gave away the cow, chose the ram and led him by the horns. He goes further and sees pigs being grazed. The shepherd tells him.
Hello, man. Where have you been?
I was in the city. I was staying with a rich merchant.
What did the merchant give you?
A piece of gold the size of a horse's head.
Where do you get this gold?
Exchanged it for a horse.
Where is your horse?
Exchanged it for a cow.
Where's the cow?
Exchanged it for a ram.
Trade me a lamb for a piglet.
The man gave away the ram. He took the piglet and drove it in front of him with a twig. He walks past the pond. They graze a flock of chickens there. The shepherds ask him.
Hello, man. Where have you been?
I was in the city. I was staying with a rich merchant.
What did the merchant give you?
A piece of gold the size of a horse's head.
Where do you get this gold?
Exchanged it for a horse.
Where is your horse?
Exchanged it for a cow.
Where's the cow?
Exchanged it for a ram.
Where is the ram?
Exchanged it for a piglet.
Trade us a piglet for a chicken.
The man gave the pig to the shepherds. I took the chicken. He is carrying a chicken, and a merchant with a box meets him.
Hello, man. Where have you been?
I was in the city. I was staying with a rich merchant.
What did the merchant give you?
A piece of gold the size of a horse's head.
Where do you get this gold?
Exchanged it for a horse.
Where is your horse?
Exchanged it for a cow.
Where's the cow?
Exchanged it for a ram.
Where is the ram?
Exchanged it for a piglet.
Where's the piglet?
Exchanged it for chicken.
Trade me a chicken for a needle.
The man gave me the chicken. I took a needle. He approached the hut. He began to climb over the fence, and lost his needle. He entered the hut, and the old woman asked him.
-
Where have you been, old man?
I was in the city. I was staying with a rich merchant.
What did the merchant give you?
A piece of gold the size of a horse's head.
Where's the gold?
Exchanged it for a horse.
Where is your horse?
Exchanged it for a cow.
Where's the cow?
Exchanged it for a ram.
Where's the ram?
Exchanged it for a piglet.
Where's the piglet?
Exchanged it for chicken.
Where's the chicken?
Exchanged it for a needle.
Where's the needle?
Yes, I climbed over the fence and lost it.
The old woman grabbed a broom and began to beat and condemn the old man.
Don't change, you old fool, don't change, don't change, don't change.
Topic: The main idea of the work.
V. Sukhomlinsky “Blizzard”, Yu. Ermolaev “Let it slip.”
Target: convey to children the main idea of the works.
Tasks:
promote the formation of correct reading activity in children;
develop students’ creative potential and emotional sphere;
improve reading technique, develop students’ speech, thinking, memory, expand students’ vocabulary;
teach orientation in the world of moral values by analyzing works of art;
cultivate interest in reading.
Lesson progress
1. Organizational moment.
Guys, we have a lot of interesting work in our reading lesson today. We will learn something new, repeat what we have learned previously, rejoice at our successes, and if there are failures, we will cope with them together.
2. Let's start the lesson with the game “Hello, neighbor!”
So, turn to each other, hold hands and smile...
The children recite the text in chorus:
Hello neighbor!
Smile back at me.
I want you not to be sad
Gave smiles to everyone today.
3. Checking homework. Russian folk tale "Mena".
1. (Children perform scenes based on the Russian folk tale “Mena” several times with changing casts of performers. It is important to pay attention to the transfer of the characters of the main characters. The old man must be played as trusting, kind, polite (he thanked everyone), benevolent. The old woman must be played as kind, friendly, caring .
Role-playing game. Characters:
horse dealer (horse trader)
ox herder
swineherd
peddler
Spanish costume elements of fairy tale characters, pictures of animals, needles).
– What says something about the kindness of these characters?
– Do you believe that the old man and the old lady are happy?
– Why are they happy? (They are kind, not greedy, they treat each other well, and that is why they live in peace and harmony.)
What does this fairy tale teach? (Happiness is not in wealth. “NO TREASURE IS NEEDED IF THE FAMILY IS GOOD.”)
4. INTRODUCTION to the lesson material.
The long-awaited joyful spring has burst into our lives. And just recently there were snowdrifts, snowstorms, and even during the holidays there was still winter weather: snow fell, the wind howled.
1. (The recording of the “blizzard” phonogram sounds, the teacher reads a poem.)
Oh, blizzard, blizzard, blizzard,
Where were you last night, okay?
- I drove around all the yards,
I sewed fur coats for trees,
She dressed them in furs.
And frost is nonsense to them!
- Oh, blizzard, blizzard, blizzard,
What were you doing last night, come on?
- I wandered along the streets,
All the fences were whitewashed.
Oh, blizzard, blizzard, blizzard,
Where were you circling during the day, come on?
- I tore people’s hats off during the day,
She threw snow down her collar...
So that everything around you becomes beautiful,
I mixed the sky with the earth!
- Oh, blizzard, blizzard, blizzard
Where will you be this evening, okay?
- What an evening I’ll be in,
I'll tell you tomorrow morning.
What do you remember about this wonderful writer and teacher? ?
VASILIY ALEXANDROVICH SUKHOMLINSKY
V. Sukhomlinsky composed parables for children. Parables are short stories or fairy tales similar to fables.
What distinguishes a parable from a fable is that a fable contains an open teaching - a moral, while a parable contains a veiled, unobtrusive one.
While reading a parable, a person becomes familiar with certain events, from which he himself draws conclusions, comprehending the meaning of the parable.
In this the parable resembles a riddle. However, the meaning of parables is more complex and significant than in riddles and even fables.
3. Acquaintance with the text is carried out in the form of silent reading.
4. Discussion of what you read.
– What can you say about what you read? What impressions and thoughts did you have?
5. Repeated reading and work with text.
(The trees rustled menacingly, the blizzard howled and whistled.)
-How would you behave during a strong blizzard?
– How did Tolya and Sasha feel until they saw each other?(They were afraid to go to school because of the blizzard.)
– Why did their fear disappear?
(They met, held hands, and they were not afraid.)
-What helped the boys overcome their fear of the blizzard?
(Children's answers)
-Does the proverb “Even the shadow frightens the timid” fit the story? (No, the blizzard is very dangerous)
-And this proverb?
YOU, BLIZZA, ARE ANGRY, AND WE HOLD ON TO EACH OTHER. (Children's answers)
– What is the main idea of the story?(When people are together, they are not afraid of bad weather or difficulties.)
It is aimed at teaching selective reading, as well as developing the ability to divide the text into parts and title it.
These are the main steps when making a reading plan.
When completing the first task, students read the last two paragraphs.
According to the second task, they title this part of the story, for example, like this: “Together, it’s not scary,” “We’re not afraid of the blizzard.” The teacher writes the title on the board.
When retelling the beginning of a work, it is important for children not to go beyond the boundaries of the first episode, which consists of the first three paragraphs. When titling the first part of the story, students suggest, for example, titles such as “ The boys are afraid of the blizzard”, “Tolya and Sasha are afraid of the blizzard”. I write one of them on the board, asking the children where it is better to place it - above or below the previous one. (Above because it refers to the beginning of the text.)
– If you and I number these two headings, what will we get? (Plan of the work read.)
7. At home, students prepare for detailed (but not verbatim) retelling the work.
Those who wish can make a drawing of “Blizzard”.
8. PHYSICAL MINUTE.
9.Acquaintance with the work of Yu.I. Ermolaev “Let it slip.”
1).Biography of Yu.I. Ermolaev
.
Ermolaev Yuri Ivanovich (1921-1996) - children's writer, playwright, actor. Graduated from the Theater School named after. Shchepkin in Moscow in 1943But Yuri Ivanovich Ermolaev became famous not as a dramatic actor, but as a children's writer
. The first book of his stories was published in 1960. It was called “Why the Paper Strips Got Angry.” Since then, books by Yuri Ivanovich Ermolaev have been published quite regularly.Children fell in love with the writer for his sense of humor and ability to laugh kindly at his hero.
Ermolaev Yuri Ivanovich wrote not only stories. He is the author of several popular stories, including “106 Missing Hours”, and “The House of Brave Cowards”, and “Unexpectedly - Unexpectedly”, etc. Yuri Ivanovich Ermolaev wrote fairy tales. One of them is called “About two young men - brave men and a miracle doctor.” He called some of his works “Sad Jokes,” the funnyness of which contains a lot of important and instructive things.
2). Speech warm-up (p. 25 textbook)
3). Vocabulary work.
-How do you understand the meaning of the words “let slip”, “training”, “trainer”, “capable”, “anticipating enthusiastic praise”?
WORKING WITH S.I. OZHEGOV’S DICTIONARY
Training- train - accustom (animals) to perform any actions, develop the skills necessary for a person.
Delight- an unusually joyful state, a feeling of admiration.
-Tell me about your favorite animal.
-How should animals be raised? (Kindly, patiently)
- Which writer is also a great trainer?(Vladimir Leonidovich Durov)
4). New topic.
Today I want to introduce you to a girl who was also involved in training. She trained a bird with bright plumage that lives in tropical forests. They have a good memory and the ability to imitate onomatopoeia.
Have you guessed which bird we are talking about? (a drawing of a parrot is posted)
There are 316 species of parrots. 27 species of parrots are listed in the Red Book.
You will learn what the training of the parrot led to from the story of Yuri Ivanovich Ermolaev. Yu. Ermolaev writes about funny children's stories.
His works make you laugh and think deeply. After all, humor is the shortest distance between the most serious problem and its solution.
Short story – (humoresque) “Let it slip” is not just a funny incident, but also instructive. -Let’s open page 26. (Reading of the work by the teacher .)
-Express your opinions and impressions about the girl.
Questions after reading. 1) What can you say about Irochka? 2) Was Ira able to show the guys what a capable trainer she is? Why didn't it work? (the parrot didn't listen)
Reading by chain. 3) What did Irochka teach the parrot? (read from textbook)
4) In what mood did Ira go to school? (smiled, expecting praise from her classmates) 5) Find a description of the weather. (The author included a description of the weather to help us imagine Irochka's mood.)
Correct the mistakes and read correctly . (SLIDE 1)
Guys at school got screwed Irochka:
Ask him anything! Let will note.
Now I'll reset it. Just don’t joke,” Irochka ordered and turned to the parrot: “Be polite, Chico...
Very necessary! I have no time! - the parrot growled and, bending over from one perch to another, he turned away from Ira.
Selective reading.
6) How did her mood change? (embarrassed, almost cried) 7) How did the parrot behave? (disheveled, squinted, turned away) 8) What did the comrades find out about Irochka? (does not listen to grandmother, is rude). Find Ira’s answers to her grandmother, show with intonation how Ira answered her grandmother.
9) How did the guys guess about Ira’s disobedience? (the parrot repeated her rude words)
Teaching expressive reading. (SLIDES 2,3)
- Ask him something! Let him answer.
- I’ll ask now. Just don't make any noise. Be polite, Chico, and say hi to the guys.
- Leave me alone!
- How does a cat meow? Meow for us, Chico.
- Here's more!
- How does the dog bark? Bark your dog, Chico!
- It’s very necessary!
- How disgusting you are, Chico! You don't want to say anything.
- Why doesn’t he want to? He told us a lot. Well done, Chico!
-What did Yu. Ermolaev want to tell us with this work? (If you teach good things, then be good yourself.)
Read the proverbs. Are they relevant to the topic of the lesson?
Having done something bad, do not expect good.
The truth is that you can’t hide it in a bag.
I made a mistake that I hurt myself, let’s go science.
-Everyone makes mistakes in life, you need to be able to correct them. Do you think Ira will improve?
-I want to believe that the works we read will tell you how to act correctly at any point in your life.
5. Summary.
-What did you take from today's lesson?
6. Homework: by choice. 23-24 retelling, close to the text p. 27-28 - retelling of the passage,
Personal development tasks solved in the lesson:
1. Formation of a positive attitude towards reality in students.
2. Formation in children of self-respect and an emotionally positive attitude towards themselves, a willingness to express and defend their position, and criticism of their actions.
3. Development of life optimism, determination and perseverance in achieving goals.
4. Learning to navigate the world of moral and social values.
5. Formation of the habit of reflection.
6. Improving the emotional sphere (sensitivity, sensitivity).
7. Formation of readiness to cooperate with other people, friendliness, collectivism.
8 Development of thinking, attention, memory.
9. Development and creative abilities.
