Russian folk tale "White feathers"
Genre: folk tale about animals
The main characters of the fairy tale "White Feathers" and their characteristics
- Capercaillie. Lonely, pathetic, weak.
- Swan. Proud, handsome, good friend, strong, fast.
- terrible winter
- Return of the swans
- Capercaillie's story
- short summer
- Fees to the south
- Rope
- Tired Capercaillie
- Parting
- white feathers
- Capercaillie tears
- In the harsh winter, all the birds died and only capercaillie remained.
- Swans arrived in the spring, but the warm season quickly came to an end.
- Capercaillie began to ask to go south and he was offered to fly on a string
- Capercaillie flew on a string all day and completely exhausted
- The swans left the capercaillie alone, but gave him white feathers
- The capercaillie was crying heavily, and his eyes and eyebrows turned red.
Everyone has their own destiny, a swan to fly south, a capercaillie to spend the winter in the snow.
What does the fairy tale "White Feathers" teach
This tale teaches to love animals, in particular birds. Teaches to be attentive, observant, to notice the various features of animals.
Review of the fairy tale "White Feathers"
This is a very curious story about how capercaillie got white feathers and red eyes. It was a pity for the poor capercaillie, who turned out to be unable to fly with swans even in tow. But in our time, capercaillie winter well under the snow and do not freeze.
Proverbs to the fairy tale "White feathers"
Friend is known in trouble.
Winter has come and brought frost.
One's heart is cold to live.
It is difficult for a tree to grow alone.
The white swan is not a friend of the capercaillie.
Read a summary, a brief retelling of the fairy tale "White Feathers"
That year was an unusually severe winter. So frosty that all the birds died during the winter. Only the capercaillie miraculously survived, because it hid under the snow all winter.
And when the swans arrived in the spring from the far south, the capercaillie began to tell them about the cold, while he himself trembled with fear.
The short northern summer passed and the swans began to gather again to the south. And the capercaillie begs them not to leave him alone, to take him with him. But how to do that? Capercaillie will not fly, he does not know how to fly as fast as swans.
And then one of the strongest swan said to tie the capercaillie to him on a string. So that he drags the capercaillie, as if in tow.
No sooner said than done, the swans flew, and the capercaillie followed them on a string.
The swans flew for a long time without stopping, the capercaillie was tired, barely flapping its wings.
But then the swans descended, sat down to rest. The capercaillie lies on the ground without strength, breathing heavily. And the swan tells him that he will not pull him further, the capercaillie will not master the flight. The capercaillie will have to winter here, and so that he would not be sad, the swan pulled out ten white feathers from himself and stuck the capercaillie in the wings.
The swans flew on, and the capercaillie sits on the ground, looks after them and cries.
Since then, the eyes and eyebrows of capercaillie have been red from tears, and their wings have white feathers.
Drawings and illustrations for the fairy tale "White Feathers"
Literary reading.
Topic: "Russian folk tale "White Feathers""
2 class (1-4)T.G. Mitekhanov,
school with Verkh-Irmen, NSO
Lesson goals. To instill in children a love of literature; convey the main emotional totality of the work.
Tasks. Learn to analyze, compare, express their conclusions; expressively read the work; develop communication skills; participation in a dialogue, in a joint discussion of the problem, building a coherent narrative; cultivate feelings of kindness and empathy.
Equipment: illustrations depicting swans, capercaillie, autumn forest; flower petals with printed types of oral folk art; cards with quotes from a fairy tale; screen with a "creeping line"; individual boards; colorful crayons. Textbook "Literary reading". Author - L.A. Efrosinina.
During the classes:
1 Stage: Organizational.
Long awaited call. Is everyone seated correctly?
Hurry check my friend, Is everyone looking carefully?
Are you ready to start the lesson? The lesson starts.
Everything is in place, He will go to the guys for the future.
Is it all right: Try to understand everything
Guys, let's remember what works we got acquainted with over the past two weeks?
(Children's answers: songs, riddles, counting rhymes, tongue twisters, fairy tales)
What type of creativity do all these works belong to?
(To oral folk art)
The Russian people have a “living flower” that tells fairy tales, amuses, entertains, amuses and teaches.
This flower has fairy tales, riddles instead of petals...
(named petals are attached on the board)
What petals are missing in our flower?
(Children's answers: nursery rhymes, there were also fables, chants, proverbs)
(as the children name the types of oral folk art, the rest of the petals are attached)
Our flower is missing a core.
How else can oral folk art be called?
(Children's answers: folklore)
(the core is attached to the board) -Now the living flower is assembled.
Voice development exercises:
Teacher:
Who wants to talk
He must speak
Everything is correct and clear
To be clear to everyone.
Children:
We will talk
And we will speak
So right and clear
To be clear to everyone.
Let's remember your favorite counting rhymes. Children:
We shared an orange
There are many of us, but he is one.
This slice is for the hedgehog.
This slice is for the siskin.
This slice is for ducklings.
This slice is for kittens.
This slice is for the beaver.
And for the wolf - peel!
To build a new house
Bricks, iron, paint, nails, tow and putty. And then, then, then, they begin to build a house. Cheek, cheek - two bags; Three or four roots, Five lingonberries, six cloudberries, Seven insects, eight midges... With a paw on the cheek - knock, knock: ~ Cheers, chipmunk!
Tili-tili, tili-bom, A bunny knocked down a pine tree with his forehead. I feel sorry for the bunny: The bunny wears a bump. Hurry up and run into the forest, Make a compress for Bunny!
The phrases you liked the most:
Oksana: Na-na-na - a pine grows in the forest.
Denis: Lo-lo-lo- it's warm outside.
Ksenia: Su-su-su - don't piss off the wasp.
Nikita: Ol-ol-ol - we bought salt.
Lena: Or-or-or - Masha went into the forest.
Christina: Ul-ul-ul - our chair broke.
2
stage: Statement of the topic of the lesson, formulation of the learning task
Acquaintance with the theme of the work (Listening to the fairy tale "White Feathers")
Impression interview:
Did you like the work?
What feelings did you have when you listened to the piece?
Think about what genre the piece you hear belongs to and
show the theme and genre of the work with a conditional icon on the leaflet.
(children draw variants of models)
Who wants to explain their choice?
(Children's answers:Oksana: I drew a circle because it's a fairy tale and painted it brown because it's about animals.
Nikita: I drew a circle and colored it blue as it is a fairy tale.
Alena: I I drew a circle and colored it brown and blue, as this is a fairy tale about the adventures of birds.)
Prove that this is a fairy tale.
Open textbooks on p.30, read the title of the tale and complete
cover model.
So what kind of work did we meet?
(Children's answers: Russian folk tale "White feathers").
What do you think we will do next in the lesson?
(Children's answers: learn to expressively read a fairy tale)
4) Reproduction of the sequence of the fairy tale according to the illustrations.
Look closely at
illustrations. Remember how it starts
fairy tale.
Which illustration matches
the beginning of the story?
Which lines from
(Children read lines from a fairy tale, the teacher signs the illustration indicated by the children. Thus, six drawings are disassembled, arranging them in sequence corresponding to the plot of the fairy tale and signing each quote from the fairy tale).
3 Stage: Analytical reading.
Think at what pace, with what intonation you need to read the beginning
fairy tales?
How many paragraphs can be read like this?
(Smoothly, with a calm intonation, you can read six paragraphs, as there is a description of winter, which is replaced by spring, summer, autumn ...)
(swans are going to fly south, and the capercaillie remains to winter.)
Capercaillie turns to the swans. How do you think the words should be read
capercaillie?
(Children's answers: Excitedly, with a hint of fear in his voice, as the capercaillie is very afraid of the approaching winter.)
What intonation is appropriate when reading the words of a swan? Why?
(Children's answers: Swans do not know what a harsh winter is, so they
Let's read the dialogue of the capercaillie with the swans, trying to endure
appropriate intonation and pace of reading.
(children practice reading the dialogue)
At what point, why was the capercaillie happy?
(Children's answers: When the swans decided to take him with them).
Did the tone of the swan change when he offered help to the capercaillie?
(Children's answers: No, he says everything in the same calm and measured way, because
Read this dialogue and try to convey joy to the listeners
capercaillie.
(children practice reading the dialogue).
And how would you read the words of the birches that wave after the swans
branches?
(Children's answers: With sadness, as they say goodbye to friends), (exercises in reading the corresponding passage of the tale.)
(Children's answers: Capercaillie is very tired, He barely flaps his wings,
therefore, one must try to convey great fatigue with intonation;
The swan sees that the capercaillie flies with great difficulty and begins to worry, which means that his words should sound with the intonation of experience, excitement for the capercaillie).
(exercises in reading).
An hour passed, another passed. The swans descended to rest. What about
capercaillie?
Find the appropriate passage in the text and read it. (Children find the right place in the fairy tale and read out: “The capercaillie is completely tired. He sits, he closed his eyes”). Stage 4: Phys. minute.
Guys, while the swans and capercaillie are resting, let's take a break.
We are autumn leaves, We sit on branches. The wind blew - they flew And quietly sat on the ground. The wind ran again
And lifted all the leaves. They swirled, flew And sat down on the ground again.
5 Stage: Analytical reading.
Here sits a capercaillie, eyes closed from fatigue. And what about the swan?
(Children's answers: The swan suggested to the capercaillie not to fly any further,
stay put).
Why do you think the swans decided to leave the capercaillie?
(Children's answers: The capercaillie was very tired, and the flight was still far away and he could simply collapse to the ground during the flight).
Could a swan drag a capercaillie to the south on a string?
(Children's answers: No, the flight is very far, and the birds without any cargo get very tired during the flight).
With what intonation do you think you need to read the words of farewell
swan?
(Children's answers: With sadness, with pity, maybe even with a sense of guilt: they invited me to go south, but now they are leaving me).
Why did the swan give the capercaillie its feathers?
(Children's answers: He felt guilty, felt sorry for the capercaillie, wanted to please him at least somehow).
swans?
(exercises of children in reading).
How does the fairy tale end? With what intonation, at what pace do you
would you like to read this paragraph?
(Children's answers: Calm intonation, smooth pace of reading - conveying the fact of action:
Since then, capercaillie no longer fly south), (exercises in reading children)
What is true in this story and what is fiction?
(Answers children: It's true that swans fly south every autumn. The fiction is that the swans took the capercaillie with them on a rope).
Doesn't the journey of the capercaillie with swans remind you of some other
a fairy tale?
(Children's answers: Garshin's fairy tale "The Traveling Frog").
6 stage: Reading proverbs.
"marquee" two proverbs, think
do they fit our story?
(children read the first sentence: Wrong,that hurt- forward science.)
Nikita: The capercaillie understood that he could not fly over long distances, but understanding
it was very hard for him: he did not calculate his strength and therefore cried a lot, but since then, he no longer tried to fly south, that is, “forward science”.
(children read the second proverb: Life is like the sky: the sun is shining,then cloudy.)
Zhenya: This proverb fits very well with a fairy tale, because the life of any creature consists of good and bad.
Alyona: When it is warm and the sun is shining, the wood grouse rejoices in life, and when it is cold and hungry, he must be patient, because the winter will end and it will be warm again.
7 Stage: Consolidation by students of new material.
1) Reproduction of new knowledge.
What work did we meet today?
What other Russian folk tales do you know?
What fairy tales from other nations do you know?
2) Creative work on individual
boards.
Now we will work on
individual boards. Draw that episode from
fairy tales that you remember or that you
liked the most.
(children draw, then show their drawings to each other)
8
stage: Summing up. Informing students about homework
assignment.
What work did we meet today?
What do you think, can this tale be called instructive?
(Christina: yes, you can. This story teaches you to always do the right thing.
count your strength.
Denis: We must live with faith in a better life).
Do you think we need to continue our work on the study of oral
folk art or can we stop there?
(Children: we need to continue to study the works of folklore, since there are a lot of such works, and we got acquainted with only a small part of them.)
(Children: the outstretched hand lies on the desk - the child believes that he did a bad job; the hand is raised at a certain angle above the surface of the desk - the child believes that he did a good job; the hand is raised vertically up - the child thinks that he did a very good job)
Homework:
1. Everyone: complete the task in the notebook on page 16
2. Optional: prepare a storytelling or expressive reading.
Literary reading. Topic: "Russian folk tale "White Feathers""
Lesson goals. To instill in children a love of literature; convey the main emotional tone of the work.Tasks. Learn to analyze, compare, express their conclusions; expressively read the work; develop communication skills; participation in a dialogue, in a joint discussion of the problem, building a coherent narrative; cultivate feelings of kindness and empathy.
Equipment: illustrations depicting swans, capercaillie, autumn forest; Textbook "Literary reading". The author is L.A. Efrosinina.
During the classes:
Stage 1. Organizational.
- The long-awaited call is given.
Check it out soon buddy
Are you ready to start the lesson?
Everything is in place
Is it all right:
Pen, book and notebook?
Is everyone seated correctly?
Is everyone watching closely?
The lesson starts.
He will go to the guys for the future.
Try to understand everything
And read carefully.
Teacher: 1. - Guys, take a look at the poster on the blackboard, listen to an excerpt from the song, try to determine for yourself what works we will work with today. ( These are fairy tales)
- And what fairy tale did you read at home? ( "About Sparrow Vorobeich and Ersh Ershovich")
2. - You read a fairy tale by roles, and I prepared masks for you.
Let's try to stage it.( Role reading.)
The phrases you liked the most:
Julia: Na-na-na - a pine grows in the forest.
Igor: Lo-lo-lo- it's warm outside.
Sasha: Su-su-su - don't piss off the wasp.
Olya: Ol-ol-ol - we bought salt.
Vika: Or-or-or - Masha went into the forest.
Christina: Ul-ul-ul - our chair broke
Stage 2. Statement of the topic of the lesson, formulation of the learning task
Teacher:- Today we will get acquainted with one more work, our journey into a fairy tale continues. It is called "White feathers". Is it possible to determine by the name, to guess who it is about? ( About birds)
Dreaming of a spider at night
Miracle - Yudo on a bitch:
Long beak and two wings
Arrives - things are bad.
And who is the spider afraid of?
Guessed? This … ( bird)
– Yes, in this tale we will talk about birds: amazingly smart, beautiful and faithful. Who are these birds? (Swans). And about this bird: big, large, wintering with us. What is it called? (I show - capercaillie)
Capercaillie. Child's story about a bird.
Capercaillie is painted in brown, black and dark gray tones, with white spots on the belly and on the underside of the wing, a powerful light beak. In summer it feeds on grass, seeds, berries; in winter - pine needles, aspen and larch buds.
It nests in both coniferous and mixed forests. From coniferous forests prefers pine forests. It nests in swampy pine forests and dry forests. The nest is on the ground.
Capercaillie is a sedentary bird making seasonal migrations over short distances. They lek and hatch chicks.
Swan. Child's story about a bird.
Swans are long-lived, smart and majestic birds. Their wingspan reaches two meters. Swans are migratory birds. They have very developed flying muscles, allowing them to cover thousands of kilometers on their annual flights to the south and back. The swan, due to its strength and beauty, is not without reason called the king of birds. Everything in it is beautiful: white fluffy plumage, black eyes, and a flexible beautiful neck. The swan is especially beautiful when it smoothly and calmly glides between green stones along a quiet backwater of a forest lake. The combination of snow-white lush plumage, sky and water azure of emerald green is the epitome of beauty.
Stage 3 of the lesson. Acquaintance with the theme of the work (Listening to the fairy tale "White Feathers")
Impression interview.
Teacher: Did you like the work?
What feelings did you have when you listened to the piece?
Think about what genre the piece you hear belongs to.
(Fairy tale about animals, birds)
-Prove it's a fairy tale.
-Open the textbooks on p.30, read the title of the fairy tale and name the author of the work.
(Children's answers: Russian folk tale "White Feathers").
Teacher: What do you think we will do next in the lesson?
(Children's answers: learn to expressively read a fairy tale)
Reproduction of the sequence of a fairy tale according to illustrations
Teacher: Look closely at the illustrations. Remember how it starts
fairy tale.
What illustration corresponds to the beginning of the tale?
What lines from the work can sign this illustration?
(Children read lines from a fairy tale, the teacher signs the illustration indicated by the children. In this way, six drawings are disassembled, arranging them in a sequence corresponding to the plot of the fairy tale and signing each quote from the fairy tale).
Stage 4: Analytical reading.
- Think at what pace, with what intonation you need to read the beginning
fairy tales?
(Smoothly, with a calm intonation, you can read six paragraphs, as there is a description of winter, which is replaced by spring, summer, autumn ...)
Teacher:-How are events developing further?
(the swans are going to fly south, and the capercaillie stays for the winter.)
Teacher:- Capercaillie refers to the swans. How do you think the words should be read
capercaillie?
(Children's answers: Excitedly, with a hint of fear in his voice, since the capercaillie is very afraid of the approaching winter.)
Teacher: What intonation is appropriate when reading the words of a swan? Why?
(Children's answers: Swans do not know what a harsh winter is, so they
words can be read slowly, judiciously, with dignity).
Teacher:-Let's read the dialogue of the capercaillie with the swans, trying to endure
appropriate intonation and pace of reading.
Teacher:-At what point, why was the capercaillie happy?
(Children's answers: When the swans decided to take him with them).
Teacher:-Did the tone of the swan change when he offered help to the capercaillie?
(Children's answers: No, he says everything just as calmly and measuredly, because
the flight of swans to the south does not depend on the capercaillie)
Teacher:-Read this dialogue and try to convey joy to the listeners
capercaillie.
(children practice reading the dialogue).
Teacher:-And how would you read the words of the birches that wave after the swans
branches?
(Children's answers: With sadness, as they say goodbye to friends), (exercises in reading the corresponding passage of the tale.)
Teacher:-How did events develop further? What has changed in the behavior of birds?
(Children's answers: The capercaillie is very tired, He barely flaps his wings,
therefore, one must try to convey great fatigue with intonation;
The swan sees that the capercaillie flies with great difficulty and begins to worry, which means that his words should sound with the intonation of experience, excitement for the capercaillie).
(exercises in reading).
Teacher: An hour passed, another passed. The swans descended to rest. What about
capercaillie?
Find the right passage in the text and read it. (Children find the right place in the fairy tale and read out: “The capercaillie is completely tired. He sits, he closed his eyes”).
Fizminutka.
Teacher:-Guys, while the swans and capercaillie are resting, let's have a rest.
We are autumn leaves
We are sitting on branches.
The wind blew - flew
And they sat quietly on the ground.
The wind ran again
And lifted all the leaves.
Twirled, flew
And they sat down on the ground again.
We continue our analytical reading.
-Teacher:-Here sits a capercaillie, eyes closed from fatigue. And what about the swan?
(Children's answers: The swan suggested that the capercaillie still not fly further,
stay put).
Teacher:-Why do you think the swans decided to leave the capercaillie?
(Children's answers: Capercaillie was very tired, but it was still far to fly and he could simply collapse to the ground during the flight).
Teacher:- Could a swan drag a capercaillie to the south on a string?
(Children's answers: No, it's very far to fly, and the birds without any cargo get very tired during the flight).
Teacher:- With what intonation do you think you need to read the words of farewell
swan?
(Children's answers: With sadness, with pity, maybe even with a sense of guilt: they invited me to the south with them, and now they are leaving).
Teacher: Why did the swan give the capercaillie its feathers?
(Children's answers: He felt guilty, felt sorry for the capercaillie, wanted to please him at least somehow).
Teacher:-Who wants to read these lines and convey to us, to the listeners, feelings
swans?
(exercises of children in reading).
Teacher:-How does the story end? With what intonation, at what pace do you
would you like to read this paragraph?
(Children's answers: Calm intonation, smooth pace of reading - conveying the fact of action:
Since then, capercaillie no longer fly south), (exercises in reading children)
Teacher:- Tell me, what is true in this fairy tale, and what is fiction?
(Children's answers: it is true that every autumn the swans fly south. The fiction is that the swans took the capercaillie with them on a rope).
Teacher:-Does the journey of the capercaillie with swans remind you of some other
a fairy tale?
(Children's answers: Garshin's Tale "The Traveling Frog").
Stage 5 Reading proverbs.
Teacher:-Now I suggest you read two proverbs on the board and think they fit our fairy tale.
(children read the first proverb: I made a mistake that I hurt myself - forward science.)
Sasha: Capercaillie understood that he could not fly long distances, but understanding
it was very hard for him: he did not calculate his strength and therefore cried a lot, but since then, he no longer tried to fly south, that is, “forward science”.
(children read the second proverb: Life is like the sky: sometimes the sun shines, sometimes it will cloud over with clouds.)
Julia: This proverb fits very well to a fairy tale, because the life of any creature consists of good and bad.
Vika: When it is warm and the sun is shining, the capercaillie enjoys life, and when it is cold and hungry, he must be patient, because the winter will end and it will be warm again.
Stage 6 Consolidation by students of new material.
Reproduction of new knowledge.
Teacher:
What other Russian folk tales do you know?
What fairy tales of other peoples do you know?
Stage 7: Summing up. Informing students about homework
assignment.
-What work did we meet today?
-What do you think, can this tale be called instructive?
Olga: Yes, you can. This story teaches you to always do the right thing.
count your strength.
Igor: We must live with faith in a better life.
Teacher: Do you think we need to continue our work on the study of oral
folk art or can we stop there?
(Children: you need to continue to study the works of folklore, since there are a lot of such works, and we got acquainted with only a small part of them.)
Teacher:-Now analyze everything that was in the lesson today, what you did, whether you liked everything, whether everything was successful, evaluate your work. If everything worked out, take out the white bird from the envelope. If something seems difficult, put a blue bird on the board. (Teacher comments)
Masalova Tatyana Sergeevna
Primary school teacher
MOU "Belgorod region Belgorod district Belomestnenskaya secondary school"
Literary reading.
Theme: Russian folk tale "White Feathers"
Goals:
Continue work to familiarize students with the works of oral folk art on the example of the Russian folk tale "White Feathers"
To form reading skills: distinguish between author's and folk tales, distinguish between real and fictional in fairy tales, draw up a schematic plan for fairy tales, retell according to plan, independently read books about animals, perform tasks on the topic, determine the theme and genre of the work
Raise love and kindness towards animals
Compare the concepts of "kindness" and "mercy"
Equipment:
textbook, reader, illustration depicting capercaillie, Garshin's illustrated book "Traveling Frog", modeling cards, "Anthill" magazine.
During the classes:
Organizing time
Checking homework (students report homework)
Expressive reading of the fairy tale “Where did the whale get such a throat” by F. Kipling by roles
(assessed by students after the control of each student and group)
The topic of the lesson.
U: Today at the lesson we will get acquainted with the new work "White Feathers".
Working on new material.
Work on the text of the work before reading.
W: - What can you say about this piece before you hear it?
Get ready to listen, you have the opportunity to test your assumptions, try to remember the content as best as possible.
2 . Listening (read by teacher)
3. Work with the work after reading.
1) Checking assumptions
Modeling (pay attention to the fact that the folk tale)
2) - reading
Division into parts
heading
Board writing:
Plan:
Cold winter
Long road
white feathers
Conversation after independent reading:
What trouble happened to the capercaillie? (it was hard to winter)
To whom did he turn for help?
How did the swans react to the request of the capercaillie?
What qualities did the swans have, since they did not leave the capercaillie in trouble? (kind, sympathetic, attentive, caring, noble, smart, resourceful)
What was the capercaillie? (persistent, patient, weak)
How did the swans make it easier for the capercaillie to fly?
How did the capercaillie journey end?
5. Oral drawing
What can you tell about swans and capercaillie? (describe appearance, habits)
What changes in the appearance of the capercaillie occurred after parting with the swans?
Show pictures of birds.
What is true in this story? (description of capercaillie)
+ Additional information about birds - see .
In the world of interesting:
Swan - "king of birds" - exercise Russian p. 14
Capercaillie are the ancestors of the glorious family of grouse birds. (3-4 kg, they fly noisily, but not far, they spend the night in the snow).
Capercaillie is also called a rooster.
The beauty of these birds leaves few people indifferent.
Capercaillie - tail like a fan, like a peacock. Page 48
6. Exercise in expressive reading.
Conversation:
What feelings did you experience while reading the story?
Try to convey this mood while reading.
Group work. Role reading.
7. Reading by roles. (Verification, analysis)
8. Comparison with the fairy tale "The Traveling Frog" (guesses from illustrations )
V . Generalization of knowledge.
1. Today at the lesson ...
2. This fairy tale taught me…
VI . Homework: reading by roles + retelling about the plan.
Additional task: read "Traveling Frog" or watch a cartoon
Show books about birds and books where the characters are birds.
Additional task: 1. Retelling according to plan
2. Work on illustrations
3. Recall fairy tales where the main characters are
swans or other birds.
Fairy tales:
"Wild Swans"
"Swan geese"
"Grey Neck"
"The Fox and the Crane"
The main idea of the lesson: "Know how to overcome difficulties."
Sources were not used to create the development.
The work was added to the site site: 2015-07-10Order writing a unique work
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;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">on topic
;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU"> "Russian folk tale
;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU"> "White Feathers""
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Targets:;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">folklore genres:;font-family:"Times New Roman"" xml:lang="en-US" lang="en-US">;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> fairy tale,
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">acquaintance with the types of fairy tales: literary (author's), folk
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">(creating a cover model) ;
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">to practice fluent, expressive, conscious reading; instill a love of reading;
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">to develop the ability to work with text; the ability to work independently, make choices;
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">develop competent, correct speech, thinking, attention, outlook;
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">to instill a caring attitude, love for nature, a sense of responsibility for "our smaller brothers".
;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">Equipment;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> : exhibition of drawings “About Sparrow Vorobeich and
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> Ersh Yershovich …”, cover model, envelopes with
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> assignments, textbooks, multimedia, presentation
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> “Capercaillie and Swan”, Sparrow and Ruff masks.
;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">Lesson plan
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Self-determination step to activity 2 min
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Knowledge update stage 10 min
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Primary fixing stage 5 min
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Inclusion stage in the knowledge system 15 min
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Stage of self-work with self-test according to the standard 7 min
- ;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Reflection stage for activities 6 min
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> 45 min
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Lesson progress
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">1.;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU"> Guys, take a look at the exhibition of drawings that we have
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> done, listen to an excerpt from the song, try it yourself
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> determine what works we will work with today. (These are fairy tales)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> - What fairy tale did you read at home? ("About Sparrow Vorobeich and Ersh Ershovich")
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">2.;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> You read the fairy tale by roles, and I prepared masks for you.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> Let's try to act out. (Reading by roles, 1 student at this time independently makes a cover model at the blackboard)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> - You were given a creative task to make a drawing for the fairy tale at will. The result is such an exhibition. Let's review and comment some drawings.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> - So, look at the cover model, is it correct, make a conclusion what kind of fairy tale it is. (Author's , about animals)
- ;font-family:"Times New Roman";text-decoration:underline" xml:lang="en-RU" lang="en-RU">Physic minute for the eyes “Birds” (using a projector)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">3;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">. - Today we will get acquainted with one more fairy tale, the journey to the fairy tale continues. It is called "White Feathers". Is it possible to determine by name, guess who it is about? (About birds)
;font-family:"Bookman Old Style"" xml:lang="ru-RU" lang="ru-RU">Spider dreams at night
Miracle Yudo on a bitch:
Long beak and two wings
;font-family:"Bookman Old Style"" xml:lang="ru-RU" lang="ru-RU">Arrives bad business.
And who is the spider afraid of?
Guessed? This …;font-family:"Bookman Old Style"" xml:lang="ru-RU" lang="ru-RU">(bird)
;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU"> Yes, this fairy tale is about birds: amazingly smart, beautiful and faithful. Who are these birds?;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">(Swans);font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">. And about this bird: big, large, wintering with us. What is it called?;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">(Showing capercaillie)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">4.
- ;font-family:"Times New Roman";text-decoration:underline" xml:lang="en-RU" lang="en-RU">Capercaillie, a child's story about a bird: (accompanied by presentation slideshow)
" xml:lang="ru-RU" lang="ru-RU"> Capercaillie is painted in brown, black and dark gray tones, with white spots on the belly and on the underside of the wing, a powerful light beak. In summer it feeds on grass, seeds , berries; in winter pine needles, aspen and larch buds.
;color:#800000" xml:lang="ru-RU" lang="ru-RU">" xml:lang="ru-RU" lang="ru-RU"> Breeds both in coniferous and mixed forests. From coniferous forests it prefers pine forests.
;color:#000000" xml:lang="en-RU" lang="en-RU">Capercaillie is a sedentary bird making seasonal migrations over short distances. They lek and breed chicks.
- ;font-family:"Times New Roman";text-decoration:underline" xml:lang="en-RU" lang="en-RU">Swan, a child's story about a bird: (accompanied by presentation slideshow)
" xml:lang="en-RU" lang="en-RU"> Swans are long-lived, smart and majestic birds. Their wingspan reaches two meters. Swans are migratory birds. They have very developed flying muscles, allowing them to overcome thousands of kilometers on their annual flights to the south and back. The swan, by its strength and beauty, is not without reason called the king of birds. Everything in it is beautiful: the white fluffy plumage, and the black eyes, and the flexible beautiful neck. The swan is especially beautiful when it smoothly and calmly glides between of green stones along a quiet backwater of a forest lake The combination of snow-white lush plumage, sky and water azure of emerald greenery is the embodiment of beauty.
- ;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">Teacher reading a fairy tale, question before reading:
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">-Why did the capercaillie's eyes and eyebrows turn red?
- ;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">Physic minute:
" xml:lang="en-RU" lang="en-RU">Little birds, birds small
" xml:lang="ru-RU" lang="ru-RU">They fly through the forest, sing songs.
" xml:lang="ru-RU" lang="ru-RU">A violent wind came up, I wanted to carry away the birds.
" xml:lang="ru-RU" lang="ru-RU">The birds hid in the hollow,
" xml:lang="ru-RU" lang="ru-RU">Nobody will touch them there.
- ;text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">Fairy tale analysis, selective reading:
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- What words does the fairy tale begin with? What comparison is made in the first part to show how cold the winter was? Who survived this difficult winter Why did the capercaillie gather with a flock of swans in warmer climes?
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">-;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Read in the text: how did the swans react to the capercaillie's request? Would you feel sorry for him? ?
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">-;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">Find a description of the beauty of the autumn forest. What is this autumn? when we were very anxious, we understand: it is very difficult for the capercaillie, he is very tired.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- Read about how the capercaillie's journey ended.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">5.;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> Each of you has a;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">there is an envelope with the task;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> :
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> What is true, real facts in this fairy tale?
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- If you need a hint, then take a blue card. If you manage without a hint, then a pink card. ( Self operation with self check)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">6.;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> Let's turn to;font-family:"Times New Roman";text-decoration:underline" xml:lang="ru-RU" lang="ru-RU">to cover model;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> What needs to be changed to make it fit the White Feathers fairy tale?
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- At home, you need to prepare a retelling of the fairy tale of your choice, complete or short.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- Now analyze everything that was in the lesson today, what did you do, did you like everything, did If you succeed, evaluate your work.If everything was successful, take out a white bird from the envelope.If something seemed difficult, put a blue bird on the board.(Teacher comments)
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">- I would like to finish our lesson with verses: (student reads)
;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">What is a fairy tale everyone knows this,
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> Who once visited that marvelous country.
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">So sometimes I want to make a fairy tale come true
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">And rush off into a dream on fairy wings…
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">2nd grade LITERARY READING LESSON
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">RUSSIAN FOLK TALE
;font-family:"Times New Roman"" xml:lang="en-RU" lang="en-RU">« WHITE FEATHERS»
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Primary School Teacher
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU"> MOU secondary school № 33
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">Ageeva Larisa Mikhailovna
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">G. Engels
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">2011
;font-family:"Times New Roman"" xml:lang="ru-RU" lang="ru-RU">.
